WORLD  EDUCATION 


Copies  of  this  book  may  be  obtained 
from 

W.  B.  CLARKE  Co.,  Boston 

THE  EICHELBERGER  BOOK  Co.,  Baltimore 


WORLD    EDUCATION 


A  DISCUSSION 

OF   THE    FAVORABLE    CONDITIONS   FOR 
A  WORLD    CAMPAIGN    FOR   EDUCATION 

BY 

W.  SCOTT 

Secretary  of  the  New  England  Education  League 
and  International  Education  Conference 


The  successive  generations  of  men,  taken  collectively,  constitute 
one  generation.  —  HOKACE  MANN. 

I  will  bear  in  mind  that  the  world  is  my  native  city.  —  SENECA. 

Eine  von  der  Menscheit  fuer  die  Menscheit  geschaffene,  Inter- 
nationale, universelle  und  unvergaengliche  Institution,  mit  der 
Bestimmung,  das  geistige  Erbe  von  Generationen  und  Epochen, 
gesichtet,  geordnet  und  vermehrt,  ohne  Unterlass  den  Naechst- 
kommenden  uebergeben.  —  FBANZ  KEM£NY. 

Methinks  I  see  in  my  mind  a  noble  and  puissant  nation,  rousing 
herself  like  a  strong  man  after  sleep,  and  shaking  her  invincible 
locks :  methinks  I  see  her  as  an  eagle,  mewing  her  mighty  youth, 
and  kindling  her  undazzled  eyes  at  the  full  noonday  beam,  purging 
and  unsealing  her  long  abused  sight  at  the  fountain  itself  of  heav- 
enly radiance.  —  MILTON. 


CAMBRIDGE 
PRINTED  FOR  THE  AUTHOR 

1912 


COPYRIGHT,  1912 
BY   W.   SCOTT 


THE  UNIVERSITY   PRESS,  CAMBRIDGE,  U.  S.  A. 


3htscrttjeb  to 
KATHERINE  CAMPBELL  SCOTT 


«21 453 


CONTENTS 

CHAPTER  I  PAGE 

THE  CHARACTERISTIC  OF  THE  19TH  CENTURY  ...       1 

Its  diffusive  energy. — Growth  of  freedom. — Commerce, 
facilities  of  intercommunication,  changes  in  governments, 
increase  of  national  areas,  literature,  religious  efforts, 
comparative  religion,  public  education,  a  new  era. 

CHAPTER   II 
THE  QUESTION  STATED 10 

Talleyrand's  view  of  popular  education.— The  school  and 
universal  learning,  the  three  R's  interpreted,  scope  of 
education,  the  learner,  adequate  education  a  birthright. 

CHAPTER   III 
OBSTACLES 16 

The  governing  classes  dictate  scope  and  privilege  of  edu- 
cation, obstacles  of  race,  sex,  religion,  poverty,  tradition, 
locality,  how  overcome,  the  educational  struggle  and 
progress. 

CHAPTER   IV 

PROGRESS  MADE,  VOLUNTARYISM 21 

John  Foster's  essay  on  Popular  Ignorance  in  1819,  great 
changes  in  educational  opportunity,  influences  producing 
changes,  voluntaryism,  individual  promoters,  great  teach- 
ers, religious  bodies,  various  bodies,  local,  state,  national, 
international. 

CHAPTER   V 

PROGRESS  MADE,  GOVERNMENT 35 

The  town,  city,  state,  nation,  education  under  govern- 
ment control  a  vast  enterprise,  transition  from  national 
to  international  governmental  action  in  education. 

CHAPTER  VI 

REASONS  FOR  GOVERNMENT  PROMOTION  OF  EDUCA- 
TION    47 

The  protective,  constructive,  economic,  corporate  ideas, 
vii 


CONTENTS 


CHAPTER  VII  PAGE 

FAVORABLE  CONDITIONS 51 

The  material  conditions  of  society,  "The  Day  of  Roads," 
means  of  intercommunication,  telegraph,  telephone, 
transcontinental  railways,  ocean  steamship  lines,  postal 
union,  universal  expositions,  international  cooperation, 
ideals  of  society,  the  economic  and  corporate  ideas  ap- 
plied to  human  race,  mankind  a  corporation. 

CHAPTER  VIII 
LINES  OF  APPROACH,  ILLUSTRATIONS 64 

Effective  nature  of  agencies  cited,  individual  promoters 
of  education  in  town,  city,  state,  nation,  branch  of  human 
race,  the  world,  corporate  action,  manufacturing,  trans- 
portation and  other  agencies,  the  printed  page,  the  press, 
publications,  books  and  libraries,  government  action, 
national  and  international. 

CHAPTER   IX 
INTERNATIONAL  PLANS 77 

Keme'ny's  Weltakademie,  International  Educational 
League,  Federation  of  National  Education  Societies, 
World  Federation  of  Universities,  Federation  of  Inter- 
national Associations,  World  University  (Religious,  Inter- 
denominational), World  Education  Fund  or  Foundation, 
Joint  Foundation  for  International  Education,  Inter- 
metropolitan  Educational  Alliance,  International  Union 
for  Education  (Governmental),  The  World  Travel  Uni- 
versity, International  Correspondence  Schools,  World 
Library  and  Museum. 

CHAPTER  X 
STATISTICS 95 

World  educational  statistics,  international  societies,  con- 
gresses, etc.,  cities  of  250,000  population  and  above. 

CHAPTER  XI 
BIBLIOGRAPHY  .  103 


APPENDIX 

PART    I.     GERMAN  SYNOPSIS 107 

PART  II.     FRENCH  SYNOPSIS 116 

viii 


WORLD  EDUCATION 


CHAPTER   I 

THE  CHARACTERISTIC  OP  THE  NINETEENTH 
CENTURY 

The  history  of  liberty  might  be  made  the  central  thread  of  all 
history.  LORD  ACTON. 

fTlHE  nineteenth  century  made  important  addi- 
•*•  tions  to  the  sum  of  knowledge.  It  gave  birth 
to  new  sciences.  Vast  accumulations  of  data  were 
gathered,  the  relative  prominence  of  departments 
of  knowledge  was  modified,  and  there  were  remark- 
able movements  in  every  area  of  action.  But  a 
survey  of  the  century  will  probably  show  that  its 
preeminent  feature  was  its  diffusive  energy.  This 
was  favorable  to  the  spread  of  knowledge  and  the 
general  advantages  of  civilization. 

Personal  liberty  during  this  period  was  mar- 
vellously advanced.  Serfdom  fell  in  France  in  the 
revolution  of  1789,  in  Germany  in  the  first  half  of 
the  century,  in  Russia  in  1861,  in  Poland  in  1864. 
The  foreign  slave  trade  was  abolished  by  Austria 
in  1782,  United  States  and  Great  Britian  in  1807, 
Spain  in  1817  and  Brazil  in  1826.  Slavery  flour- 
ished longer  but  the  century  has  witnessed  revolu- 
tions in  human  society  resulting  in  the  emancipation 

1 


WORLD    EDUCATION 

of  millions  of  siavss.  Slavery  ceased  in  the  British 
colonies  in  1835,  and  in  the  United  States  in  1863, 
and  Brazil  in  1889.  The  march  of  freedom  has  been 
incessant.  A  just  and  humane  spirit  has  wrought 
these  changes  and  tends  to  produce  a  better  social 
condition  everywhere. 

The  progress  of  commerce  is  one  of  the  noteworthy 
facts  of  the  century.  To  the  commercial  activity 
of  the  times  the  inventions  and  discoveries,  made  or 
more  fully  applied  during  the  period,  .contributed. 
The  steam  engine  is  chiefly  associated  with  the  name 
of  James  Watt  who  died  in  1815.  The  names  of 
Fulton,  Stephenson,  Morse,  Henry,  Edison,  Bell  and 
others,  men  of  scientific  genius,  are  associated  with 
steam-boat,  steam-railway,  telegraph  and  applica- 
tions of  electric  power.  The  first  steam  locomotive 
ran  in  1804,  a  steamboat  made  a  successful  trip  in 
1807,  in  1819  the  steamer  Savannah  crossed  the 
Atlantic.  The  first  Atlantic  telegraph  landed  in 
1858  and  1866.  It  has  been  followed  by  a  tele- 
graphic system  which  brings  the  business  centres  in 
touch  with  all  parts  of  the  globe.  Important  and 
numerous  electric  inventions  and  discoveries  mark 
the  closing  years  of  the  century,  and  make  inter- 
communication easy  the  world  over.  These  condi- 
tions have  been  further  changed  during  the  first 
decade  of  this  century  by  the  good  roads  movement, 
the  automobile,  wireless  telegraphy  and  aerial 
navigation. 

The  march  of  commerce  was  facilitated  by  great 
public  works,  commercial  treaties,  national  or  inter- 

2 


CHARACTERISTICS 

national  expositions  of  industry,  and  various  enter- 
prises tending  to  make  mankind  familiar  with  the 
work  and  products  of  all  peoples.  The  Erie  canal 
in  1824,  the  Suez  canal  in  1869,  the  Union  Pacific 
railroad  uniting  in  1869  the  Atlantic  and  Pacific 
coasts,  the  London  exhibition  of  works  of  industry 
of  all  nations  in  1851,  the  numerous  treaties  and 
conferences  for  international  commerce,  the  penny 
post  of  1840,  the  international  postal  union  now  es- 
tablished, the  Siberian,  Pan-American,  Cape  to 
Cairo  and  Australian  railroads,  constructed  or  pro- 
jected, are  among  the  facts  which  have  promoted 
business  intercourse  among  nations.  They  suggest 
the  commercial  union  of  mankind. 

The  changes  in  government  were  striking  and  ex- 
tensive. These  changes  were  brought  about  chiefly 
by  popular  agitation  and  legislation,  but  wars  were 
not  wanting.  Two  of  the  most  destructive  wars  of 
history  redden  the  century's  pages,  the  Napoleonic 
wars  from  1793  to  1815  in  the  old  world,  and  the 
American  civil  war  from  1861  to  1865  in  the  new. 
These  tremendous  conflicts  have  had  deep  influence 
on  civilized  government. 

The  United  States  in  1800  held  no  possession 
west  of  the  Mississippi,  and  Florida  and  Louisiana 
belonged  to  European  powers.  By  cession  and  pur- 
chase its  area  increased  4.3  times,  exclusive  of  its 
latest  territory.  The  growth  of  the  British  Empire 
also  was  remarkable.  The  unification  of  Italy  oc- 
curred in  1870  and  the  reestablishment  of  the 
German  Empire  in  1871.  Russia,  with  immense 

3 


WORLD    EDUCATION 

stretches  of  territory  and  population,  rose  to  an  au- 
thoritative place  in  the  old  world,  and  Japan  appears 
as  an  ancient  nation  taking  a  new  and  strong  hold 
on  the  world's  life.  A  fresh  impulse  stirred  races, 
quickened  race  ambitions  and  introduced  new  and 
powerful  forces  among  mankind.  The  rise  of  the 
people  by  industry,  education,  a  larger  share  in 
government  was  a  widespread  and  pervasive  influence. 
Governments  are  working  to  a  greater  harmony  by 
diplomacy  and  international  law.  A  pacific  and 
humane  spirit  is  supplanting  militarism  and  the 
time  may  not  be  remote  when  disarmament  shall  pre- 
vail among  nations.  Questions  of  government  are 
handled  and  discussed  as  never  before,  and  the  de- 
mand for  better  and  more  equal  government  is  uni- 
versal. While  great  evils  exist,  the  general  and 
gradual  improvement  of  government  is  beyond 
doubt. 

Whether  the  century  was  relatively  a  productive 
period  in  literature  is  a  question  upon  which  dif- 
ferences of  opinion  exist,  but  famous  names  appear 
among  its  writers  in  every  department.  The  diffu- 
sion of  literature  in  books  was  facilitated  by  im- 
proved processes  of  printing.  Extraordinary 
activity  is  apparent  in  forms  of  popular  literature 
which  treat  of  themes  and  events  in  a  brief  and 
readable  way.  It  was  an  age  of  review,  magazine 
and  newspaper  beyond  all  former  times.  A  group 
of  reviews  started  near  the  beginning  of  the  century 
in  Great  Britain.  The  Edinburgh  Review  in  1802, 
the  organ  of  the  Whigs;  the  Quarterly  Review  in 

4 


CHARACTERISTICS 

1809,  the  mouthpiece  of  the  High  Tories ;  the  Eclec- 
tic Review  in  1805,  representing  Protestant  Dissen- 
ters ;  the  Christian  Observer  in  1802,  conducted  by 
the  Evangelical  party  of  the  Established  Church; 
Blackwood's  Edinburgh  Magazine  in  1817,  main- 
tained by  the  High  Tories ;  the  Westminster  Review 
in  1824,  advocating  radicalism  in  church,  state  and 
legislation,  —  these  publications  began  an  era  in  per- 
iodical criticism.  Their  influence  on  the  public  mind 
was  powerful.  A  large  number  of  popular  maga- 
zines and  newspapers  began  also  in  America,  France, 
Germany  and  other  leading  countries.  In  1831  the 
first  newspaper  appeared  in  Constantinople,  and  in 
1850  the  Pekin  Monitor  was  printed  in  China.  Many 
newspapers  became  widely  influential.  The  new  pro- 
fession of  journalism  claims  many  of  the  ablest  men 
in  all  civilized  lands.  The  spread  of  news,  informa- 
tion and  opinion  by  the  daily  paper  is  one  of  the 
marvels  of  the  times. 

The  diffusion  of  religion  was  also  characteristic 
of  the  century.  Each  age  has  its  peculiar  religious 
history.  The  extension  of  religion  is  a  constant 
movement  among  mankind.  Like  the  spread  of  light 
or  the  falling  of  the  dew,  it  has  often  been  silent 
and  without  observation.  The  progress  of  ideas, 
the  operation  of  moral  and  spiritual  forces  may  thus 
be  unnoted  though  real.  The  century  witnessed  an 
extension  of  religion  in  ways  which  are  without 
parallel  in  history. 

The  routine  effort  of  Christian  churches  was  im- 
proved. Greater  activity  and  intelligence  are  brought 

5 


WORLD    EDUCATION 

to  bear  upon  the  work  undertaken.  The  needs  of 
man  and  how  to  meet  them  occupied  thought,  led 
to  experiment  and  appropriate  effort  for  existing 
personal  and  social  wants.  How  to  turn  to  best 
service  resources  formerly  unused  or  only  partially 
used  resulted  in  societies  for  the  young,  for  different 
sexes  and  ages,  until  religious  and  philanthropic  or- 
ganizations became  numerous  and  in  many  cases  vast 
in  size.  To  some  extent  these  movements  failed  to 
do  the  good  expected  from  them.  Their  number  may 
wisely  be  decreased  and  wholesome  changes  promo- 
tive  of  economy  of  time,  money  and  energy  in- 
augurated, but  it  is  also  evident  that  the  Christian 
element  in  society  awakened  to  a  new  sense  of  its 
resources,  opportunity  and  duty.  Great  waves  of 
religious  excitement  also  passed  over  society  during 
this  period.  The  revival  connected  with  the  Wes- 
leys  and  Whitfield  antedated  the  century.  It  is  a 
type  of  numerous  movements  affecting  communities, 
or  large  populations  during  the  century.  The  re- 
ligious revival  in  America  in  1858,  in  Ireland  in 
1859  and  others,  local  or  extensive  in  character,  ap- 
pear in  the  religious  history  of  the  times.  While 
some  writers  disparage  these  movements  as  abnor- 
mal or  transient,  a  more  just  estimation  of  social 
forces  recognizes  in  them  indisputable  elements  of 
progress.  Man's  personal  and  social  life  is  epochal. 
Human  movements  as  of  politics,  reform,  commerce, 
education  advance  with  concentrated  power  like  the 
march  of  waves  from  the  deep.  History  is  charac- 
terized by  the  flow  of  mighty  and  uplifting  tides.  In 


CHARACTERISTICS 

connection  with  so  profound  a  sentiment  as  religion 
these  movements  are  co-extensive  with  history  and 
result  in  permanent  good  to  mankind. 

Another  feature  of  the  diffusion  of  religion  was 
the  organization  and  enlargement  of  missionary 
efforts.  The  Roman  Catholic,  Moravian  and  others 
were  in  the  field  before  the  nineteenth  century,  but 
the  extension  and  success  of  Christian  missions  since 
1800  have  been  phenomenal.  The  London  Mission- 
ary Society  started  in  1794,  the  American  Board, 
societies  of  Baptists,  Methodists,  Presbyterians  and 
Episcopalians,  originated  from  1810  to  1846.  The 
missionary  chapter  in  the  history  of  the  century, 
when  written,  will  show  the  scope  and  nature  of  the 
work  accomplished.  The  missionary  has  done  his 
work  in  obscurity  and  in  the  face  of  peculiar  diffi- 
culties. He  has  contributed  to  the  advancement  of 
knowledge  in  geography,  ethnography  and  other 
sciences.  Through  him  the  arts  and  benefits  of  civi- 
lization have  been  introduced  among  many  backward 
peoples.  The  effect  of  his  direct  religious  effort  has 
been  to  change  for  the  better  the  character  of  numer- 
ous individuals  and  communities.  The  truths  of 
Christianity  have  thus  gained  currency  in  many  na- 
tions, shut  against  its  missionary  at  the  opening 
of  the  century.  Such  truths  transform  society 
wherever  they  obtain  a  foothold,  but  changes  ani- 
mated by  justice  and  truth  are  in  harmony  with 
the  progress  of  the  race. 

The  comparative  study  of  religion  has  been  lifted 
into  increased  prominence  as  nations  have  been 

7 


WORLD    EDUCATION 

brought  nearer  together.  Such  study  reveals  the 
variations  of  human  thought  on  the  relations  and 
problems  of  life.  The  spiritual  experience  of  the 
human  race  has  a  depth  and  mystery  which  pertain 
to  no  external  interests.  Fuller  investigation  in  these 
lines  is  inevitable  and  must  result  in  the  diffusion  of 
truth  and  the  good  of  humanity.  It  tends  to  reveal 
that  higher  unity  of  humanity  overlooked  by  states- 
men and  race  propagandist,  but  taught  by  religion 
in  its  purest  forms. 

Public  education  as  a  social  necessity  became  gen- 
eral in  leading  nations  during  the  century.  It  is 
regarded  as  a  primal  and  fundamental  interest  of 
society,  especially  in  countries  where  government 
is  of  the  people.  To  train  each  child  aright  is  the 
surest  way  to  maintain  and  improve  the  social  order. 
Opinions  on  questions  of  education  vary,  but  the 
best  attainable  education  is  believed  to  be  a  universal 
necessity.  How  to  bring  this  inalienable  right  to 
every  child  is  a  question  of  the  first  importance  as 
the  twentieth  century  opens. 

The  same  diffusive  energy,  manifest  in  other 
activities  of  society,  has  affected  public  education. 
Changes  in  public  opinion  on  the  subject  from  those 
prevalent  at  the  beginning  of  the  nineteenth  century 
in  England,  America  and  other  countries  are  strik- 
ing social  phenomena.  The  practical  results  that 
have  been  accomplished  are  among  the  noblest 
achievements  of  the  times.  The  rudiments  of  knowl- 
edge have  been  brought  to  vast  multitudes  to  whom 
elementary  training  was  formerly  denied  or  thought 

8 


CHARACTERISTICS 

unnecessary.  The  revolutions  in  public  opinion  and 
the  enlargement  of  opportunity  in  education  are  as 
remarkable  as  any  movement  of  the  age.  They  are 
signs  of  promise  for  the  future  of  mankind  and  open 
a  new  era. 


CHAPTER   II 

THE  QUESTION  STATED 

Man  cannot  propose  a  higher  and  holier  object  for  his  study  than 
education  and  all  that  pertains  to  education. 

PLATO. 
After  bread,  education  is  the  first  need  of  a  nation. 

DANTON. 

rilHE  spirit  of  the  modern  educational  tendency 
•*•  is  well  expressed  by  Talleyrand,  minister  of 
public  instruction  in  France  in  1791.  He  said, 
"While  it  is  impossible  for  any  one  to  learn  every- 
thing, it  should  be  possible  in  a  well  organized  society 
for  one  to  learn  anything."  The  working  out  of 
this  principle  in  detailed  form  places  the  accumulated 
knowledge  of  civilized  man  at  the  disposal  of  every 
member  of  human  society,  and  from  this  treasury 
of  study  and  experience  each  human  being  may  draw 
what  he  chooses  within  the  limitations  of  his  own 
powers.  The  result  is  that  the  school,  broadly  inter- 
preted, teaches  everything;  the  learner  may  get 
instruction  in  any  line  his  natural  ability  enables 
him  to  pursue. 

It  is  probable  that  this  idea  is  embodied  in  the 
institution  which  we  term  the  school  even  in  its 
simplest  form.  The  elementary  school,  for  example, 
which  teaches  the  three  Rs  so-called,  reading,  writ- 
ing and  arithmetic,  properly  understood,  is  a  school 

10 


THE    QUESTION    STATED 

of  universal  learning.  That  is,  these  common 
studies  are  typical  or  symbolic  of  vast  areas  of 
knowledge,  and  are  selected  for  that  reason  as  well 
as  because  they  are  easily  available. 

Reading  puts  man  in  communication  with  the 
messages  of  the  external  world  as  revealed  by  the 
sense  of  vision.  The  usual  object  to  which  this  art 
is  applied  is  the  printed  page.  But  we  read  in  a 
far  greater  and  more  varied  way  than  that.  The 
drawing,  map,  or  chart,  the  painting,  works  of  art, 
music,  the  invention,  the  machine,  the  human  face, 
action,  noble  or  base,  events,  —  whatever  is  written  in 
the  heavens  above  or  in  the  earth  beneath  one  may 
read.  Thus  the  message  of  the  outer  world,  what- 
ever addresses  the  sense  perception,  is  readable,  and 
in  truth  included  in  the  first  R,  as  a  type. 

Besides,  if  rightly  mastered  in  its  rudiments,  read- 
ing calls  into  play  the  powers  by  which  man  learns 
to  read  the  meanings  of  things  and  of  life,  commonly 
unseen.  James  Watt,  the  inventor  of  the  engine, 
Stephenson,  who  put  it  on  wheels  and  framed  the 
locomotive,  later  inventors,  who  made  it  dive  in  sub- 
marine or  float  in  flying  machine,  have  simply  been 
more  deeply  read  than  ordinary  men  in  the  resources 
of  nature  and  mechanics.  Pioneers  in  science  and 
inventive  arts,  founders  of  states,  teachers  of  the 
moral  order  of  the  world,  have  read  better  than 
others,  have  come  nearer  to  the  heart  of  things.  The 
art  of  reading  is  expansive  and  inclusive  to  a  mar- 
vellous degree.  The  first  R  is  the  type  and  symbol 
of  all  knowledge.  The  world  is  a  reading  book. 

11 


WORLD    EDUCATION 

Writing  points  both  to  the  common  script  and  to 
greater  things.  For  man  writes  not  only  in  script, 
but  on  canvas,  in  stone  or  iron,  in  tool,  machine,  in- 
vention. Language,  literature,  music,  art,  trades, 
industry,  commerce,  laws,  customs,  institutions,  the 
achievements  of  individuals  and  races, — what  are 
they  but  forms  of  writing  in  which  the  human  intelli- 
gence and  will  have  found  expression?  One  may 
follow  the  copy  set,  another  may  make  his  own  copy, 
still  another  may  conceive  a  new  design ;  but  all  are 
busy  at  the  second  R.  Page  fair  or  blotted,  hand 
firm  or  trembling,  the  writing  goes  on,  —  life,  char- 
acter, ineffaceable  records,  written  not  wholly  by 
ourselves,  but  in  part  by  an  invisible  hand.  More- 
over, it  is  evident  that  an  unseen  intelligence,  an 
infinite  power  also  has  set  its  mark  on  the  page. 
We  trace  the  characters  written  in  man,  in  history,  in 
earth  and  sky.  Here  are  sacred  writings  none  can 
fully  read,  but  we  discover  in  them  the  transcript 
of  a  higher  will.  "  Celestial  mechanics,"  a  phrase  of 
a  great  thinker,  implies  a  mechanician  of  infinite  re- 
sources, whose  handwriting  and  plans  appear  in  the 
myriad  forms  and  movements  of  the  universe.  The 
world  is  also  a  writing  book. 

The  third  R,  arithmetic,  introduces  to  numbers, 
quantities,  their  size,  value,  relations,  —  a  study 
which,  as  a  type  and  symbol,  is  vast  and  unfathom- 
able. The  attitude  of  the  human  spirit  toward  life 
and  the  universe  is  in  its  essence  a  matter  of  arith- 
metic. How  does  a  man  measure  a  thing?  What 
valuation  does  he  set  on  that  object,  event,  tendency, 

12 


THE    QUESTION    STATED 

on  himself,  or  others?  For  he  is  perpetually  busy 
with  his  measuring-rule,  making  his  estimates,  true, 
false,  or  partial.  Or,  it  may  be,  he  errs  by  ignor- 
ance of  the  real  issues  moving  about  him  because  he 
fails  to  apply  the  third  great  R.  To  set  the  first 
thing  first  and  to  keep  it  there,  to  learn  what  is  of 
most  worth,  to  work  out  a  wise  order  and  propor- 
tion,—  what  are  these  but  a  nobler  sort  of  arith- 
metic? To  discover  what  combinations  may  be  made 
or  avoided,  how  things  may  cost  too  dear,  and  what 
is  intrinsically  and  always  precious,  —  these  all 
seem  naturally  to  group  themselves  under  the  last- 
named  study.  One  cannot  turn  to  the  questions  of 
our  time  or  of  the  past,  whether  in  education,  home, 
work,  business,  government,  without  noting  how  omni- 
present these  issues  are,  and  how  they  perpetually 
face  mankind.  They  touch  war  and  peace,  the  rise 
and  fall  of  states.  From  personal  interests  to  a 
world's  affairs,  from  the  single  event  of  a  man's 
life  to  the  perplexing  tangle  of  interracial  relations, 
none  can  escape  the  study  of  higher  arithmetic  with- 
out detriment.  The  conceptions  derived  from  the 
contemplation  of  the  universe  have  their  mathemati- 
cal side.  The  precision  of  cosmic  movements,  sea- 
sons, tide,  the  procession  of  worlds,  reveal  an  infinite 
mathematician  at  work.  As  we  follow  that  work  we 
find  the  moral  and  spiritual  order  a  basic  and  con- 
stant factor. 

It  is  because  the  three  Rs  are  far  reaching  sym- 
bolic studies,  convenient  and  available  types,  that 
they  have  come  into  common  use.  The  teacher,  how- 

13 


WORLD    EDUCATION 

/ever,  must  point  out  to  the  learner  that  these  early 

studies  open  on  the  broad  highways  which  traverse 

the  whole  field  of  knowledge.    Let  them  have  a  right 

\      interpretation    and   they   become   tools,   types,   and 

symbols  of  universal  learning. 

The  opening  of  universal  knowledge  to  the  learner 
is  thus  no  new  thing,  but  an  idea  which  has  existed 
in  the  simplest  forms  of  the  school.  That  this  latent 
meaning  of  the  school  whether  in  the  humble  local 
effort,  the  state  and  national  system  of  education,  or 
in  still  larger  international  enterprises,  has  escaped 
observation  is  not  to  be  wondered  at,  for  the  full 
uses  of  familiar  things  frequently  go  unnoted  until 
a  deeper  insight  reveals  them.  On  the  side  of  the 
school,  therefore,  universal  education  requires  that 
everything  which  reason  and  necessity  dictate  shall 
be  taught,  that  the  school  shall  be  a  place  of  universal 
learning.  Dr.  Johnson's  definition  of  a  university  as 
"  a  place  where  everything  may  be  learnt,"  fits  the 
ideal  of  the  school  and  school  systems,  whether  of 
the  small  town  or  civic  unit,  the  great  city,  state, 
nation,  or  in  possible  future  international  move- 
ments, the  human  family. 

To  turn  to  the  learner,  universal  education  is 
sufficiently  comprehensive  to  embrace  everybody. 
The  theory  enjoins  upon  society  the  obligation  of 
due  training  and  instruction  for  each  human  being. 
If  there  are  in  any  case  natural  disqualifications, 
such  instances  are  confessedly  rare,  and  even  where 
they  may  exist  in  a  measure  the  progress  of  educa- 
tional ideas  and  methods  seems  steadily  to  lessen  the 


THE    QUESTION    STATED 

number  and  area  of  the  non-teachable.  In  working 
out  this  aspect  of  universal  education,  society  must 
bring  to  every  human  being  an  adequate  education 
as  his  birthright  in  human  society.  The  actual  appli- 
cation of  the  idea  to  human  life,  like  the  bestowment 
of  other  personal,  social  and  civic  rights  and  privi- 
leges, has  been  and  may  continue  to  be  slow  and 
gradual.  The  recognition  of  the  idea,  however,  as  part 
of  the  economy  of  civilization  is  an  indication  of  gain 
and  progress.  The  changes  and  advance  of  society 
have  for  various  reasons  set  emphasis  on  the  prin- 
ciple that  it  is  both  the  interest  of  the  individual  and 
of  society  that  every  human  being  should  be  brought 
to  his  best  estate  so  far  as  education  may  contribute 
to  that  desirable  end.  Closely  related  to  this  end 
is  the  advancement  of  social  groups,  small  or  large, 
whether  of  the  local  community,  state,  nation  or  en- 
tire human  race.  This  idea  is  firmly  fixed  in  modern 
thought  although  humanity  has  yet  to  go  forward 
a  long  way  before  it  has  been  effectually  realized. 

In  universal  education,  therefore,  these  two  great 
ideas  are  involved,  the  school  (and  by  the  school  we 
refer  to  the  general  educative  process  of  society  as 
well  as  what  is  technically  termed  school)  must 
teach  everything  necessary  and  reasonable,  and  the 
learner  must  be  enabled  to  learn  anything  desired  and 
within  the  reach  of  his  powers.  The  curriculum  of  the 
school  thus  embraces  everything.  Further,  the  school 
and  the  learner  are  not  to  be  restricted  to  locality, 
nation,  or  favored  race,  but  include  all  mankind. 


15 


CHAPTER    III 

OBSTACLES 

Promote  then,  as  an  object  of  primary  importance,  the  general 
diffusion  of  knowledge.  WASHINGTON. 

AN  inquiry  into  the  obstacles  to  universal  edu- 
cation reveals  many  interesting  sides  of  the 
evolution  of  civilization,  and  runs  out  into  historic 
conditions  which  though  subject  to  continual  varia- 
tions are  yet  deep  rooted.  What  are  termed  the 
governing  classes  of  society  have  profoundly  affected 
education  from  age  to  age.  It  is  impossible  here  to 
introduce  a  protracted  discussion  of  this  factor  in 
education,  but  its  place  and  power  are  obvious  to 
the  student  of  education  and  social  history.  While 
the  present  is  a  democratic  period  and  in  theory  the 
whole  people  govern,  thus  obliterating  a  governing 
class,  a  deeper  insight  into  affairs  shows  that  this  is 
a  theory  and  tendency  rather  than  a  well  worked 
out  principle.  The  governing  class  may  be  defined 
as  that  group  within  society  which  wields  paramount 
influence.  Historically  various  governing  classes  have 
appeared,  as  the  military,  the  priestly,  the  titled,  the 
professional,  the  commercial,  the  literary  classes, 
individuals  or  classes  distinguished  by  birth,  wealth 
or  industrial  preeminence.  These  have  shaped  edu- 
cation in  a  remarkable  degree.  They  have  dictated 

16 


OBSTACLES 

its  character  and  extent,  who  shall  enjoy  its  privi- 
leges and  who  shall  be  excluded  from  its  benefits. 
They  have  invested  the  prescribed  forms  of  education 
with  a  dignity  and  a  social  estimation  which  have 
been  prevailing  and  often  oppressive.  They  have 
taken  possession  of  the  approaches  of  influence  by 
which  society  is  reached,  and  have  by  effective  means 
dominated  their  respective  periods.  The  struggle 
for  a  broader,  more  reasonable  and  adaptive  edu- 
cation has  been  ceaseless  as  is  the  case  with  other 
struggles  for  human  rights  and  privileges.  These 
adverse  conditions  or  obstacles  have  not  arisen 
wholly  from  personal  or  class  selfishness  but  also 
from  the  limitations  in  intelligence  and  applied  ideas 
which  have  prevailed,  as  well  as  from  larger  in- 
fluences at  work  in  human  evolution,  but  not  fully 
understood  and  often  quite  unknown  to  the  body  of 
society.  Gradually,  as  the  respective  classes  of  so- 
ciety are  assigned  their  places  in  the  larger  and  com- 
prehensive social  unity,  the  class  educational  ideals 
become  modified,  and  the  educational  theory  grows 
more  universal  and  fits  itself  to  the  aspirations  and 
genius  of  humanity. 

To  enumerate  specific  obstacles  to  universal  edu- 
cation, that  of  race  stands  conspicuous.  The  atti- 
tude of  American  society  toward  the  education  of  the 
black  race,1  which  is  a  comparatively  recent  aspect 
of  education,  is  an  illustration  in  point.  This  atti- 
tude is  partly  explained  by  the  fact  that  most  of  the 

1  WILLIAMS,  G.  W.,  History  of  the  Negro  Race  in  America  (Chapter 
XH.  Negro  School  Laws,  161&-1860),  New  York  and  London,  1885. 

17 


WORLD    EDUCATION 

black  race  In  the  United  States  occupied  for  a  long 
period  the  status  of  an  enslaved  race.  This  obstacle 
was  imbedded  in  legislation,  in  social  conviction  and 
industrial  life.  Sex  *  has  been  another  obstacle  in 
the  way  of  universal  education.  The  opening  of  the 
schools  to  women,  especially  in  the  higher  grades  of 
instruction,  is  a  movement  of  the  last  few  decades. 
No  argument  is  here  attempted  for  one  or  another 
form  of  education  for  women,  nor  is  it  here  claimed 
or  advocated  that  an  identical  form  of  education  is 
desirable  for  the  male  and  female;  it  is  simply 
stated,  as  is  familiar  to  all  students  of  the  history 
of  education,  that  woman's  access  to  educational  ad- 
vantages has  met  barriers  now  more  or  less  removed 
in  many  parts  of  the  world.  The  religious  test  has 
been  operative  as  a  bar  to  education  at  the  English 
universities.  Until  parliamentary  action  in  Great 
Britain  in  1870,  dissenters  were  excluded  from  the 
universities.  Poverty  has  also  served  as  a  barrier 
where  tuition  fees  have  shut  out  the  poor  student  from 
educational  opportunities.  The  introduction  and 
expansion  of  free  public  systems  of  instruction  in 
leading  states  and  countries  on  the  basis  of  a 
safe  and  wise  public  policy  has  done  much  to  remove 
this  barrier  especially  in  the  lower  schools,  and  to 
some  extent  in  the  higher  institutions.  What  may 
be  termed  the  local  barrier  to  education  still  remains 
to  a  greater  or  less  degree,  that  is,  the  smaller  or 
poorer  civic  unit  which  exercises  under  state  control 

1  BOONE,  K.  G.,  Education  in  the  United  States,  p.  262,  New 
York,  1889. 

18 


OBSTACLES 

educational  function  is  unable  to  furnish  an  equal 
education  to  that  of  the  larger  or  wealthier  town  or 
city.  Here  the  small  country  town  is  commonly  at  a 
disadvantage  schoolwise  as  compared  with  the  city, 
and  the  poor  state  or  country  in  comparison  with  the 
larger  and  richer.  A  narrow  and  exclusive  idea  of 
education  has  prevailed  as  a  result  of  one  or  more 
of  the  above  named  obstacles.  The  professional, 
wealthy  and  leisure  classes  have  shaped  the  schools 
to  meet  their  class  ideals,  and  thus  the  industrial, 
mechanical,  agricultural  and  laboring  classes  have 
had  scant  provision  even  in  educational  schemes 
avowedly  public  and  for  the  people.  The  broader 
movement,  called  the  school  of  modern  democracy, 
has  somewhat  enlarged  the  system  of  popular  in- 
struction and  recognized  the  wisdom  and  necessity 
of  a  more  natural  and  comprehensive  educational 
scheme. 

The  obstacles  to  universal  education  here  enum- 
erated in  a  general  way  might  be  set  forth  in  details 
at  much  length.  Their  persistence,  injustice,  and  evil 
consequences  might  be  illustrated  from  personal  and 
social  history,  as  well  as  from  the  larger  fields  of 
national,  international  and  race  experience,  for  ig- 
norance, mental  repression,  narrow  training  are  a 
menace  to  the  whole  fabric  of  human  society.  It 
would,  however,  be  a  serious  error  to  overlook  the 
other  issues  which  the  ardent  educational  reformer 
is  prone  to  forget,  that  is,  the  condition  of  friction 
and  conflict  in  human  affairs.  This  appears  in  edu- 
cational ideas  and  administration.  It  both  aids  and 

19 


WORLD    EDUCATION 

retards  educational  and  social  progress.  The  con- 
tributions of  the  governing  classes  of  society  to  edu- 
cation have  been  important  and  valuable,  and,  in 
current  and  future  readjustments  of  education  as  a 
personal,  national  or  world  force  should  be  retained 
and  set  in  right  relations  to  universal  progress. 


20 


CHAPTER   IV 

PROGRESS    MADE,    VOLUNTARYISM 

A  chief  distinction  of  the  present  day  is  a  community  of  opinion 
and  knowledge,  in  different  nations,  existing  in  a  degree  heretofore 
unknown.  DANIEL  WEBSTEB. 

Tous  les  hommes  Sclaires  s'empressent  de  reconnaitre,  qu'  il  n*  y 
pas  ou  ne  doit  pas  avoir  une  science  francaise,  une  science  aUemande, 
mais  que  la  verite,  une  pour  tous,  doit  e"tre  recherchee  d'  un  commun 
effort.  LABOUSSE. 

JOHN  FOSTER  in  his  celebrated  essay,  "The 
Evils  of  Popular  Ignorance,"  *  issued  in  1819, 
pleads  for  a  national  system  of  education  and  appeals 
to  the  governing  classes  of  Great  Britain  to  grant  the 
ignorant  mass  of  society  access  to  the  rudiments  of 
learning.  His  plea  for  elementary  instruction  for 
the  people  is  historic.  It  moves  about  the  whole 
horizon  of  motives  to  show  that  selfish  as  well  as 
high  considerations  should  move  the  influential 
classes  of  a  nation  to  assume  this  task.  The  appeal 
of  John  Foster  is  not  a  solitary  voice  crying  in  the 
wilderness  of  popular  ignorance.  Other  strong  ap- 
peals and  numerous  efforts,  more  or  less  isolated  and 
temporary,  but  adding  to  the  general  onward  move- 
ment, appear  in  the  educational  history  of  the  past 

1  FOSTER,  JOHN,  An  Essay  on  the  Evils  of  Popular  Ignorance, 
1819  (several  editions),  Revised,  New  York,  1859. 

21 


WORLD    EDUCATION 

century,  not  to  go  back  to  earlier  periods.  The 
transition  from  the  conditions  under  which  John 
Foster's  plea  was  made  to  existing  conditions  has  been 
so  swift  and  vast  that  it  properly  ranks  among  the 
wonders  of  the  world.  The  few  intervening  decades 
show  the  establishment  of  systems  of  elementary 
popular  education  among  all  leading  nations  and  a 
movement  toward  this  goal  among  backward  nations. 
Further,  resting  upon  the  basis  of  widespread  ele- 
mentary education,  a  system  of  secondary  education 
has  been  built  up  which  is  undergoing  expansion. 
Still  more,  in  some  states  and  countries  the  highest 
areas  of  education,  the  university  and  the  school  of 
research,  are  established  and  are  opened  free  to  all 
the  people.  A  distinguished  university  president, 
President  James  B.  Angell  of  Michigan  University, 
recently  made  the  following  statement :  "  From  Ohio 
to  the  Pacific  and  from  Minnesota  to  Texas  educa- 
tion is  free  from  kindergarten  to  university,  and  sup- 
ported by  public  tax,  and  there  is  no  tax  more  will- 
ingly paid  by  the  people."  This  statement,  which 
might  be  put  in  other  forms  and  somewhat  modified 
in  many  other  sections  of  the  world,  indicates  a 
change  and  expansion  in  popular  education,  silent, 
irresistible,  which  has  marked  the  last  century. 
This  movement  has  not  been  estimated  as  highly  as 
the  future  historian  is  likely  to  estimate  it,  for  among 
the  revolutions  of  the  last  hundred  years  none  is  more 
remarkable  and  noteworthy. 

The  influences  which  have  co-operated  to  produce 
this  change  of  attitude  toward  popular  education  in 

22 


PROGRESS    MADE,    VOLUNTARYISM 

some  parts  of  the  world,  and  also  to  give  a  material 
impulse  to  universal  or  world  education,  have  been 
various,  and  are  worthy  of  careful  examination  both 
on  account  of  what  they  have  done  and  what  they 
may  still  accomplish. 

Among  the  early,  and,  we  may  add,  permanent 
promoters  of  education  is  voluntaryism.  This  may 
appear,  Proteus-like,  under  many  forms.  Private  in- 
dividuals, persons  of  wealth,  religious  denominations, 
efforts  emanating  from  groups  of  men  led  by  phil- 
anthropic or  business  motives,  the  press  and  other 
agencies  apart  from  government,  have  played  no 
small  part  in  the  advancement  of  popular  intelligence. 
These  contributions  may  be  made  clearer  by  citing 
some  notable  examples  in  illustration.  Peter  Cooper 
of  New  York  City,  who  accumulated  a  fortune 
in  industry,  and  who  lived  from  1791  to  1888,  founded 
in  that  city  an  institution  for  the  free  instruction  of 
the  young.  Its  work  is  broad  and  effective  and 
reaches  a  large  number  of  students.  Its  usefulness 
has  commended  the  institution  to  other  benefactors 
by  whom  it  has  been  aided  and  enlarged.  The 
Cooper  Institute  is  worthy  of  study  as  an  example  of 
what  a  single  individual,  a  pioneer  in  education,  may 
accomplish,  self-impelled  to  the  task  of  increasing 
the  educational  opportunity  of  the  people.  Ezra 
Cornell  (1807-1874),  the  founder  of  Cornell  Uni- 
versity, declared,  "  I  would  found  an  institution  where 
any  person  can  find  instruction  in  any  study."  x  He 
thus  expressed  the  idea  which  is  at  the  heart  of  uni- 

1  Autobiography  of  ANDBEW  D.  WHITE,  Vol.  1,  p.  300,  N.  Y.,  1907. 
23 


WORLD    EDUCATION 

,versal  education.  The  university  *  which  he  estab- 
lished, with  the  co-operation  of  the  national  govern- 
ment, shows  how  a  voluntary  worker  in  the  field  of 
education  may  serve  a  commonwealth,  as  Peter 
Cooper  served  a  metropolis.  Friends  of  education 
have  given  an  impulse  to  education  in  a  wider  area, 
as  George  Peabody  (1795-1869)  in  the  Fund  for 
Southern  education,  John  D.  Rockefeller  (1839-  ) 
in  the  education  fund  in  aid  of  higher  education 
throughout  the  United  States,  and  Cecil  John  Rhodes 
(1853-1902)  in  the  fund  to  promote  the  education  of 
picked  youth  among  Anglo-Saxon  peoples  under  the 
auspices  of  Oxford  University.  One  of  the  broadest 
donations  to  education  was  that  of  John  Macie  Smith- 
son  ( 1765-1 829),  who  bequeathed  to  the  United 
States  of  America  £105,000  to  found  at  Washington 
an  institution  "  for  the  increase  and  diffusion  of 
knowledge  among  men."  This  fund  started  the 
Smithsonian  Institution  which  under  the  patronage 
and  further  aid  of  the  United  States  government  is 
one  of  the  world  forces  operating  for  universal  educa- 
tion. It  is  obvious  from  even  a  superficial  study  of 
the  voluntary  movements  of  recent  decades  that  prog- 
ress is  making  toward  the  application  of  the  idea  of 
universal  education,  that  is,  toward  the  education  of 
man  irrespective  of  locality,  nation  or  race.  To  this 
end  the  voluntary  efforts  of  men  eminent  in  philan- 
thropy, industry,  or  citizens  of  the  world  are  the 
strongest  elements,  especially  in  the  earlier  stages  of 
the  work. 

1  Gives  free  education  to  600  youth  from  New  York  State. 
24 


PROGRESS  MADE,  VOLUNTARYISM 

In  citing  the  above-named  instances  of  voluntary- 
ism in  education  it  should  be  added  that  the  list  of 
benefactors  to  education,  who  have  aided  this  cause 
locally  or  in  a  larger  area,  is  long  and  growing. 
Others  might  readily  be  mentioned  whose  services 
in  this  connection  have  been  as  great,  if  not  greater, 
than  any  here  recorded.  Besides,  numerous  examples 
appear  where  an  individual  without  large  pecuniary 
wealth  has  accomplished  vast  results.  Thus  Mary 
Lyon,  the  founder  of  Mt.  Holyoke  Seminary;  John 
Pounds,  the  starter  of  ragged  schools ;  Robert  Raikes, 
the  promoter  of  Sunday  Schools ;  John  R.  Vincent, 
the  originator  of  the  Chautauqua  movement ;  Dwight 
L.  Moody,  the  originator  of  the  Northfield  schools, 
and  other  men  and  women  to  whom  education  as  a 
social,  constructive  force  strongly  appealed,  and 
who  had  the  genius  to  invent  or  marshall  educational 
resources,  have  been  potent  factors  in  popular  edu- 
cation. The  services  thus  rendered  have  been  so 
marked  that  many  incline  to  the  view  that  the  great- 
est services  are  not  those  which  money  can  supply 
or  command,  but  of  a  higher  and,  what  may  be  termed, 
a  spiritual  kind. 

Religious  bodies  or  associations  which  draw  their 
support  from  the  churches  and  from  the  religious 
sentiment  diffused  throughout  society  fill  a  large 
place  in  the  progress  of  education.  How  the  reli- 
gious motive  affects  the  cause  of  education  is  a  sub- 
ject which  opens  a  large  field  to  which  we  need  not 
here  refer  at  length.  Religion  is  placed  by  some 
thinkers  under  education  as  itself  fundamentally  an 

25 


WORLD    EDUCATION 

educational  force ;  others  set  education  under  religion 
as  one  of  its  natural  products.  Our  aim  is  simply  to 
show  in  brief  the  debt  of  modern  education  to  religion. 
It  may  be  said  that  religion,  notably  Christianity 
which  is  prevalent  in  the  western  world,  is  an 
intellectual  as  well  as  a  moral  and  spiritual  force 
from  the  fact  that  it  has  been  the  vehicle  for  the 
diffusion  of  a  body  of  literature,  the  Bible,  which 
itself  is  a  generally  accepted  interpretation  or  mirror 
of  human  life;  that  it  is  the  parent  of  the  greatest 
ideas  which  the  mind  can  grasp,  as  the  idea  of  God, 
the  universe,  man  as  a  cosmical  being  or  a  member  of 
the  universe.  On  the  moral  plane  also  religion  is  an 
efficient  factor  in  education  in  the  larger  sense,  for  it 
influences  character  and  conduct;  invests  human  life 
from  infancy  to  age  with  sacredness  and  dignity; 
and  reveals  with  a  force  and  beauty  elsewhere  un- 
equalled the  ideas  of  human  relationships,  equality, 
duty,  the  value  and  frailty  of  life,  the  pathos  and 
inevitableness  of  death.  This  it  does  with  a  sobriety 
and  wisdom  far  removed  from  the  extravagances  with 
which  these  themes  are  sometimes  treated  elsewhere. 
It  not  only  deals  with  humanity  in  the  large,  the 
families,  nations,  epochs  of  history,  and  has  a  univer- 
sal, world  outlook,  but  invests  the  individual  with 
remarkable  interest,  as  though  his  life  were  a  sacred 
place  not  to  be  lightly  invaded  or  desecrated.  It 
gives  a  status  both  to  the  high  and  the  lowly,  as 
the  child,  the  stranger,  the  backward  and  the  broken 
members  of  human  society.  It  thus  supplies  educa- 


PROGRESS    MADE,    VOLUNTARYISM 

tion  with  spirit,  motive  or  method  of  approach,  and 
furnishes  suggestion,  illustration  and  material.  The 
view  of  man  which  it  presents,  his  capacity  for  im- 
provement, its  universal  hospitality  which  is  race  in- 
clusive, its  tenderness  and  insight  which  permit  no 
outcast  class,  its  sane  and  practical  view  of  life  which 
is  favorable  to  the  harmonization  of  needless  social 
discord  and  conflict,  show  that  religion  fits  itself  to 
the  individual  as  well  as  to  the  whole  race.  The  past 
century  and  notably  recent  decades  reveal  the  close 
connection  of  the  purely  voluntary  and  religious 
spirit  and  the  general  progress  of  education.  This 
spirit  has  been  a  pioneer,  incentive  and  reinforcement 
to  state  and  national  education.  It  holds  a  similar 
relation  to  international  educational  efforts  as  yet  in 
their  infancy,  but  is  freer  in  its  adaptation  and 
mobility.  The  pervasive  influence  of  religion  as  it 
affects  society  in  institutions,  work  and  government 
creates  a  favorable  condition  for  educational  effort 
whether  local  or  universal.  The  schools  planted  and 
maintained  by  the  religious  bodies  in  the  various 
countries  aggregate  a  great  number.  Some  statis- 
tics 1  are  furnished  to  show  what  some  religious 
bodies  are  doing  for  education  in  the  United  States 
and  in  other  countries.  These  statements  are 
incomplete,  but  suggestive  of  the  great  work  con- 
ducted under  religious  auspices  the  world  over,  a 
work  likely  to  increase  in  the  future. 

An  examination  of  the  educational  work  of  some 
leading  religious  bodies  serves  to  show  the  possibili- 

1  See  also  church  year  books  in  Bibliography. 
27 


WORLD    EDUCATION 

ties  of  a  free,  voluntary  organization  in  the  diffusion 
of  educational  opportunity.  An  interesting  compila- 
tion appears  in  the  report  for  1909  of  the  United 
States  Commissioner  of  Education,  giving  a  list  of 
universities,  colleges  and  technological  schools  in  the 
United  States  for  men  and  for  both  sexes,  and  stating 
whence  such  institutions  derive  their  support.  It  is 
indicative  also  of  the  large  place  which  the  religious 
denomination  fills  in  American  higher  education. 
The  total  number  of  the  above-named  institutions  is 
493,  classified  as  follows : 

State  (national,  state,  city,  territorial) 88 

Non-sectarian 84 

Religious  Denominations: 

Baptist 34 

Christian  (Disciples) 14 

Congregational 13 

Lutheran 23 

Methodist 68 

Presbyterian 44 

Roman  Catholic 54 

Other  religious  bodies 66        316 

Unclassified 5 

Total 493 

The  Young  Men's  Christian  Associations  rest  for 
their  support  chiefly  on  a  group  of  Christian  denom- 
inations (Protestant)  and  have  educational  centres  at 
many  of  the  world's  chief  cities  as  well  as  in  minor 
communities.  Such  centres  are  numerous  especially 
in  Great  Britian,  Germany,  the  United  States  and 
Canada,  but  they  are  also  found  in  many  other  parts 
of  the  world. 

A  Summary  of  the  Associations  in  all  countries 
follows : 

28 


PROGRESS    MADE,    VOLUNTARYISM 


Country 

Number 
of  asso- 
ciations 

Number 
of 
members 

Paid 

general 
secre- 
taries 

Buildings 
owned  or 
occupied 
by  Asso- 
ciations 

Value  of 
buildings 
and 
grounds 

North  America  (includ- 
ing Mexico  and  West 
Indies) 
South  America  .... 

J  2,017 

9 
5,723 

498,146 

2,614 
353,734 

1,079 

13 
279 

698 

2 
507 

$50,928,515 

160,000 
10,515,805 

Asia    

297 

21  783 

126 

37 

1,044,000 

Africa     

21 

3393 

8 

4 

500,000 

21 

10,180 

16 

16 

1,054,655 

Totals    .    .    .    . 

8,090 

889,850 

1,521 

1,264 

$64,202,975 

In  its  educational  work  the  Young  Men's  Christian 
Association  seeks  to  improve  both  men  and  industry. 
It  has  2,443  teachers  instructing  52,247  employed 
men  and  boys,  equal  in  number  to  nine  Harvards 
or  eighteen  Yales.  They  study  140  subjects  in  com- 
mercial, industrial  and  technical  lines.  They  pay 
$430,000  in  tuition  fees  toward  $661,000  annual 
expenses.  In  addition  18,000  others  study  in  edu- 
cational clubs;  430,000  others  attend  practical 
talks. 

The  religious  bodies  constitute  a  factor  in  the 
movement  under  consideration.  During  the  past 
century  this  influence  has  appeared  in  the  training 
of  teachers,  the  establishment  of  schools  of  all  grades, 
including  higher  institutions,  in  the  creation  of  pub- 
lic opinion  which  has  made  state  and  national  edu- 
cation possible  among  western  nations,  and  advanced 
education  the  world  over.  The  voluntary  character 
and  the  mobility  of  religious  bodies  are  favorable 
elements  for  educational  effort.  The  work  to-day 

29 


WORLD    EDUCATION 

conducted  under  their  auspices  is  widely  diffused. 
It  comprises  educational  enterprises,  which  are  of 
a  high  order  in  quality  and  centres  of  good  influence 
in  many  countries,  among  the  backward  as  well  as 
the  foremost  peoples.  Doubtless  all  these  teaching 
forces  will  secure  better  organization  and  in  conse- 
quence greater  economy  and  efficiency.  The  religious 
body  may  thus  come  to  a  deeper  consciousness  that 
it  is  a  world  force  in  education.  It  is  also  possible 
that  cooperation  among  religious  bodies  which  have 
hitherto  been  isolated  in  educational  effort  may  be 
recognized  as  necessary  to  the  best  results.  A  closer 
and  more  organic  cooperation  is  beginning  in  the 
most  populous  of  the  oriental  cities  and  at  other 
world  centres.  It  is  unnecessary  here  to  enlarge 
upon  these  phenomena  in  modern  educational  oppor- 
tunity. When  the  nature  of  religion  and  of  edu- 
cation, conducted  from  a  religious  motive,  are  con- 
sidered, the  future  of  the  religious  element  of  society 
in  education  is  clearly  destined  to  be  noteworthy. 
Both  religion  and  education  are  essentially  diffusive 
in  their  nature.  It  may  be  found  possible  without 
the  sacrifice  of  cherished  convictions  for  religious 
leaders  who  differ  in  their  faiths,  as  those  of  the 
Christian  and  non-Christian  worlds,  all  claiming  to 
serve  the  good  of  humanity,  to  unite  in  some  areas 
of  educational  effort.  Among  these  are  the  diminu- 
tion or  removal  of  illiteracy  so  that  all  mankind 
may  have  access  to  the  learning  of  the  world,  and 
the  application  of  science  to  the  world's  work  so 
that  the  lot  of  the  workers  of  the  world  may  be 

30 


PROGRESS    MADE,    VOLUNTARYISM 

alleviated.  Such  cooperation*  if  practicable,  may 
lead  also  toward  world  betterment,  an  aim  which 
commends  itself  to  men  of  moral  ideals  the  world 
over. 

Under  the  head  of  voluntaryism  also  may  be  noted 
numerous  organizations  of  teachers  and  others  more 
or  less  directly  engaged  in  the  work  of  education. 
These  are  commonly  maintained  without  aid  from 
government  or  wealthy  donors.  One  of  the  most 
conspicuous  examples  of  a  great  teachers'  association 
is  the  National  Education  Association,  which  meets 
annually  at  some  point  in  the  United  States.  It  has 
7000  permanent  active  members  and  annual  income 
of  about  $40,000,  derived  mainly  from  small  mem- 
bership fees.  Its  accumulated  funds  are  $170,000, 
and  its  annual  sessions  extend  over  six  days.  In 
some  years  as  many  as  25,000  to  30,000  teachers 
have  attended  its  annual  sessions.  The  organization 
comprises  eighteen  different  departments,  which  are 
independent  societies  with  separate  sessions,  feder- 
ated in  the  general  organization  which  holds  a  cer- 
tain number  of  general  sessions  during  the  annual 
meeting.  The  association  has  a  permanent  secre- 
tary, publishes  annual  proceedings,  a  volume  of 
special  value  as  indicating  the  educational  conditions 
throughout  the  United  States.  Persons  from  ad- 
jacent countries,  as  Canada,  are  connected  with  the 
association,  which  probably  represents  the  English- 
speaking  teachers  of  North  America  as  adequately 
as  any  existing  association.  The  influence  of  this 
voluntary  body  is  extensive,  but  other  educational 

31 


WORLD    EDUCATION 

•• 

bodies  of  great  influence,  more  limited  in  membership, 
also  hold  important  annual  sessions  and  render  nota- 
ble service  to  education.  These  embrace  university, 
college,  secondary  school,  state,  county  and  other 
organizations  of  various  kinds,  including  librarians' 
associations.  In  other  countries  important  volun- 
tary educational  bodies  flourish.  The  British  Asso- 
ciation for  the  Advancement  of  Science  is  a  con- 
spicuous example.  Its  annual  meeting,  held  in  dif- 
ferent parts  of  the  British  Empire,  brings  together 
a  large  number  of  eminent  men  of  science,  and  is 
one  of  the  great  annual  events  of  the  educational 
world.  Its  remarkable  mobility  is  shown  by  the  wide 
distribution  of  the  places  of  annual  meeting,  as 
South  Africa,  in  1907;  York,  England,  in  1908; 
Winnipeg,  Manitoba,  in  1909.  The  Ligue  Beige  de 
1'Enseignement  and  numerous  other  voluntary 
societies  in  different  countries  are  an  important 
element  in  national  education.  A  closer  relation 
among  national  societies  by  international  cooper- 
ation seems  probable,  if  not  necessary  and  in- 
evitable. Various  international  associations  already 
exist  in  the  interest  of  special  sciences.  Inter- 
national education  congresses  and  associations,  as 
the  International  Association  of  Academies,  have 
been  noteworthy  in  the  educational  history  of  recent 
years.  These  facts  point  toward  the  better  organ- 
ization of  teachers  and  teachers'  resources  the  world 
over  for  universal  education. 

The  federation  on  some  just  plan  of  the  higher 
educational  institutions   of  the  world  or  their  co- 

82 


PROGRESS    MADE,    VOLUNTARYISM 

operation  for  specific  purposes  related  to  the  edu- 
cation of  the  world  is  suggested  by  co-temporary 
movements  which  bring  these  centres  of  education 
into  closer  relations.  Among  these  are  the  exchange 
of  university  lecturers  or  professors,  by  which  the 
services  of  eminent  teachers  from  one  university  may 
be  secured  at  other  university  centres.  Already  Eng- 
land, Scotland,  Germany,  France,  Denmark,  Scandi- 
navia, Italy,  Japan,  and  the  United  States  partici- 
pate in  this  form  of  educational  interchange  with 
mutual  benefit.  This  international  service  of  learned 
men  is  sustained  by  private  endowment,  government 
subsidy,  or  in  other  ways.  The  important  sugges- 
tion is  that  the  plan  is  capable  of  enlargement,  and 
by  appropriate  support  may  make  the  higher  learn- 
ing of  the  world  contributory  to  the  intellectual  prog- 
ress of  all  nations.1  The  relation  of  the  teacher 
and  education  to  world  betterment  and  politics,  to 
international  peace,  friendship  and  cooperation  grows 
more  apparent  with  the  progress  of  the  educational 
idea. 

Numerous  other  agencies,  voluntary  in  the  sense 
that  they  are  without  government  support,  exist 
upon  which  we  may  not  here  enlarge.  Among  them 
are  schools  of  correspondence,  lyceums,  museums, 
books,  periodicals,  libraries,  the  press,  organizations 
of  women,  of  labor,  of  boards  of  trade,  of  agriculture, 
of  the  older  and  newer  professions,  all  of  which,  as 
their  proceedings  demonstrate,  set  more  or  less  em- 

1  SCHUSTER,  ABTHTB,  International  Science,  S.  I.  R.,  1906,  pp. 
495-514. 

33 


WORLD    EDUCATION 

phasis  on  education.  Business  corporations  also 
have  in  some  cases  established  schools,  technical  in 
character,  for  the  better  development  of  their  own 
work.  The  railways,  mechanical,  electrical  and  other 
establishments  have  achieved  remarkable  results  in 
this  connection.  This  is  one  of  the  results  of  new 
scientific  discoveries,  mechanical  inventions,  and  the 
application  of  science  to  the  world's  work  which  have 
necessitated  improved  technical  training  and  have 
produced  new  professions.  The  bearing  of  these 
enterprises  on  the  training  of  human  society  is  evi- 
dent, and  the  more  remarkable  because  they  spring 
not  from  government  action  but  from  voluntary 
initiative. 


84, 


CHAPTER   V 

PROGRESS  MADE,  GOVERNMENT 

The  commonwealth  of  mankind. 

SENECA. 
Education  is  the  chief  defence  of  nations. 

BUHKE. 
The  great  problems  of  creation  link  all  humanity  together. 

ABTHUB  SCHUSTEB. 

THE  place  of  government  in  education  is  so  large 
that  it  will  be  impossible  to  furnish  here  an  ade- 
quate statement  of  its  work.  It  will  suffice,  however, 
to  suggest  some  lines  and  areas  of  educational  effort 
which  government  cultivates.  The  difficulty  of  classi- 
fying effort  as  emanating  from  governmental,  pri- 
vate, voluntary  or  religious  support  or  initiative  is 
obvious  to  every  student  who  seeks  to  trace  the 
educational  movement  throughout  a  generation  or 
longer  period.  For  while  these  agencies  are  for- 
mally separate  and  independent,  they  naturally  inter- 
penetrate one  another,  owing  to  the  complicated 
nature  of  human  society.  Government,  especially 
modern  popular  government,  rests  upon  the  will  or 
voluntary  support  of  the  people  and  is  affected  by 
the  religious,  ethical,  social  and  industrial  ideals; 
it  is,  in  theory,  the  people  organized  for  certain 
specific  ends ;  among  these  ends  education  has  grown 
from  slender  beginnings  to  vast  proportions.  To 
exhibit  the  part  of  government  in  education  from 

35 


WORLD    EDUCATION 

the  small  civic  unit  to  the  state  and  nation  and,  fur- 
ther, the  cooperation  in  a  measure  of  different  gov- 
ernments by  international  action  is  too  large  a  mat- 
ter for  our  present  limits.  It  is  here  necessary  to 
compress  statements  so  far  as  possible. 

One  of  the  most  interesting  and  common  examples 
of  government  action  in  education  is  that  of  the 
smallest  civic  unit,  to  cite  an  illustration  from  New 
England,  the  town  unit.  Under  town  government  the 
people,  or  the  legal  voters,  assemble  to  act  among 
other  things  upon  the  question  of  public  education; 
to  vote  their  appropriation  to  be  devoted  to  the 
cost  of  buildings,  supplies,  teachers'  salaries  and 
other  expenses,  to  deliberate  on  the  kind  of  instruc- 
tion and  other  matters  pertaining  to  the  conduct 
of  the  schools.  The  scope  of  their  action  is  limited 
by  that  of  the  state  or  larger  civic  unit,  but  much 
remains  subject  to  town  action.  The  value  of  these 
meetings  of  the  people  in  the  interest  of  education, 
as  well  as  other  functions  of  government,  is  obvious, 
for  it  brings  home  to  every  member  of  the  local  body 
politic  the  subject  of  education  as  a  vital  and  funda- 
mental matter.  It  compels  thought,  discussion,  ac- 
tion, and,  what  is  one  of  the  sovereign  features  of 
government,  taxation. 

The  city,  especially  the  large  city  and  preeminently 
the  city  of  the  first  rank  with  a  population  of  half  a 
million  or  more,  fills  a  great  place  in  education.  The 
city  stands  for  a  concentration  of  the  population, 
wealth,  talent  and  resources  of  an  extensive  area. 
Its  magnitude  is  relatively  greater  than  is  generally 

36 


PROGRESS  MADE,  GOVERNMENT 

understood.  New  York  City,  for  example,  has  a 
population  (1910)  of  4,113,043.  This  much  ex- 
ceeds the  population  of  any  of  the  United  States, 
except  four,  viz.,  Illinois,  New  York,  Ohio,  and  Penn- 
sylvania. It  is  1,109,363  above  that  of  Massachu- 
setts, and  1,162,936  more  than  the  aggregate  of  all 
the  rest  of  New  England.  The  property  valuation 
of  New  York  City  is  $7,416,838,299  —  over  seventy- 
five  per  cent  of  New  York  state,  greater  than  any 
other  state  of  the  United  States,  and  above  the  total 
valuation  of  New  England.  Boston  in  population 
exceeds  New  Hampshire,  Vermont,  or  Rhode  Island, 
and  its  valuation  is  greater  than  any  New  England 
state,  except  Massachusetts,  and  also  exceeds  the 
combined  valuations  of  Maine,  New  Hampshire,  Ver- 
mont and  Rhode  Island.1 

Similar  comparisons  apply  to  all  the  great  cities 
of  the  world.  The  movement  of  society  toward  cities 
during  recent  decades  has  been  remarkable.  It  is 
illustrated  in  every  modern  country,  especially  where 
large  industries  and  systems  of  transportation 
prevail. 

The  great  city  makes  a  unique  contribution  to 
education  in  its  local  aspects  and  furnishes  impor- 
tant suggestions  for  universal  or  world  education. 
Its  contribution  touches,  among  other  items: 

(a)  The  scope  of  education.  The  large  numbers 
of  urban  youth,  their  varied  needs,  adult  or  supple- 
mentary instruction,  the  industrial  conditions  make 
a  broad  type  of  education  imperative,  and  also  lift 

1  World  Almanac,  N.  Y.,  1911. 
37 


WORLD    EDUCATION 

the  plane  of  education  into  the  highest  areas.  Thus 
ordinary  instruction  comprises  a  wider  field  than  in 
the  smaller  community  and  is  subject  to  frequent 
revision  and  expansion.  Higher  education  is  repre- 
sented by  the  college,  university,  technical  schools  of 
many  kinds,  schools  of  research  and  professions.  In 
some  cases  these  are  supported  by  the  city  govern- 
ment; in  other  cases  the  general  advantages  of  the 
city  furnish  the  opportunity  for  the  location  of  the 
advanced  institution. 

(&)  Equality  of  educational  opportunity.  The 
great  city  furnishes  an  illustration  also  of  an  im- 
portant principle  in  education,  that  of  equality  of 
opportunity.  The  mechanism  of  the  city  affords 
the  means  for  the  application  of  this  principle  more 
extensively  than  the  small  and  scattered  community, 
for  the  city  has  wealth,  population,  facilities  of 
transportation,  the  intelligence  and  energy  that 
usually  accompany  the  foregoing  conditions,  and 
these  favorable  conditions  exist  in  a  small  urban 
area.  The  drift  toward  cities  in  the  last  half-century 
is  a  world  phenomenon  and  has  an  obvious  bearing 
on  universal  education.  Whatever  the  city  has  of 
educational  advantage,  maintained  by  public  tax,  is 
open  to  all  youth  equally  according  to  the  measure 
of  their  aptitude  and  ability.  This  principle  which 
prevails  in  the  city  is  worked  out  less  readily  in 
the  small  and  scattered  communities  and  nations 
where  area  and  limited  resources  present  difficulties. 
It  is,  however,  essential  to  universal  education  and 
the  tendency  is  toward  its  world-wide  application. 

38 


PROGRESS    MADE,   GOVERNMENT 

(c)  The  great  cities,  especially  those  which  have 
grown  immensely  during  the  past  century,  subsequent 
to  the  abolition  or  weakening  of  the  feudal  system 
and  comparatively  free  immigration,  afford  also  an 
example  of  international  education.  Many  such  cities 
are  international  in  character,  possessing  large 
groups  of  foreign  peoples  undergoing  the  process 
of  assimilation,  and  in  addition  certain  dominant 
and  numerically  superior  native  elements.  Boston, 
for  example,  has  in  its  population  (Massachusetts 
Census,  1905)  385,633  native  born,  209,747  foreign 
born.  The  latter  represent  most  of  the  countries 
of  Europe  and  to  a  less  degree  South  America  and 
Asia;  also  a  considerable  element  of  the  negro  race. 
New  York  City  has  (1909)  37  per  cent  of  foreign 
born ;  Philadelphia,  22.8  per  cent ;  Chicago,  34.5  per 
cent. 

An  examination  into  the  composition  of  other 
great  cities  reveals  similar  conditions,  with  more 
or  less  variations.  The  application  of  an  educa- 
tional system  to  the  children  of  different  nationalities, 
gathered  in  one  civic  society,  is  a  striking  example 
of  the  possibilities  of  international  education,  and 
suggestive  of  a  still  wider  application  of  the  same 
idea  to  all  nations  by  some  wise  and  adaptive  educa- 
tional system;  that  is,  the  great  city  teaches,  among 
other  educational  lessons,  the  practicability  and  ne- 
cessity of  universal  or  world  education.  This  prin- 
ciple is  not  new,  for  science,  literature,  music,  art, 
mechanics,  invention,  government,  ethics,  religion,  all 
features  and  possessions  of  civilization,  are  interna- 

39 


WORLD    EDUCATION 

tional  in  origin  and  development.  They  belong  not 
to  a  part  of  the  planet,  but  to  the  whole;  not  to  one 
or  few  nations,  but  to  the  human  race. 

Passing  from  the  great  city  to  the  State  as  it 
exists  in  a  federated  government,  like  the  United 
States  of  America,  certain  state  educational  functions 
appear.  The  State  is  the  guardian  of  the  educational 
privileges  of  its  people.  Under  State  law  the  scope 
and  kind  of  instruction  are  specified,  educational  tax- 
ation is  arranged,  supervision  within  appropriate 
limits  is  established.  In  addition,  the  State  directly 
participates  in  education  by  the  founding  of  schools, 
especially  higher  and  technical  institutions,  by  grants 
of  funds  to  schools,  and  in  various  other  ways  ad- 
vances education  within  its  borders.  It  may  also 
be  said  that  many  departments  of  the  State  in  a 
general  sense  promote  education  by  investigations, 
experiments,  publications  and  other  services  which 
are  in  the  line  of  research  or  of  the  diffusion  of 
knowledge.  A  democratic  state  is  itself  an  educa- 
tional agency,  and  the  conduct  of  government  under 
a  democracy  from  the  simple  local  functions  to  the 
highest  national  action  is  conceded  to  be  one  of  the 
most  pervasive  educational  forces  of  society. 

The  nation  also  has  its  place  in  popular  education. 
Every  student  of  government  recognizes  the  intimate 
connection  between  popular  education  and  national 
welfare  and  efficiency.  The  United  States  of  America 
has  established  a  bureau  of  education,  whose  reports 
furnish  information  as  to  the  educational  work  in 
all  parts  of  its  territory.  They  also  give  a  broad 

40 


PROGRESS  MADE,  GOVERNMENT 

world  outlook  on  the  work  of  education  as  conducted 
by  other  leading  nations.  Besides  other  departments 
of  the  government,  notably  that  of  agriculture,  pur- 
sue special  lines  of  inquiry  and  research,  and  by 
publications,  and  otherwise,  give  wide  diffusion  of 
knowledge. 

National  legislation  has  rendered  important  serv- 
ice to  education.  One  of  the  historic  educational 
laws  in  the  United  States  is  that  named  the  Morrill 
Act,  which  established  what  are  termed  "  the  land 
grant  "  colleges,  one  in  each  state.  These  colleges 
have  furnished  free  instruction  in  technological,  agri- 
cultural and  domestic  science  lines,  and  have  produced 
noteworthy  results  throughout  the  nation.  Other 
legislation,  enacted  or  prospective,  indicates  that  the 
nation  has  a  large  place  to  fill  in  the  education  of 
its  people.  As  the  state  tends  to  level  up  the  in- 
equalities among  its  richer  and  poorer  towns  and 
cities,  so  the  nation  is  likely  to  serve  as  an  equalizer 
of  educational  advantages  among  its  richer  and 
poorer  states  and  territories.  National  educational 
laws  to  teach  the  application  of  science  and  me- 
chanics to  the  work  of  the  people,  to  advance  civic 
and  liberal  learning  throughout  the  nation,  are  among 
the  most  effective  aids  to  popular  education.  For 
obvious  reasons,  a  wise  educational  law  is  in  itself 
a  far-reaching  and  pervasive  influence.  It  expresses, 
forms  and  records  public  opinion,  and  may  mark  a 
new  era  in  educational  progress.  The  resources  of  a 
people  stand  back  of  its  educational  system  and 
furnish  a  mine  of  support  sometimes  misused  or  par- 

41 


WORLD    EDUCATION 

tially  wasted,  but  which,  if  administered  with  wis- 
dom and  economy,  benefits  the  whole  people  and 
safeguards  the  national  future. 

Some  remarkable  examples  of  national  work  in 
education  appear  in  the  territories  of  the  United 
States,  before  they  are  admitted  to  statehood,  and 
in  new  possessions,  as  Porto  Rico,  Hawaii,  the  Philip- 
pines; also  in  Cuba,  for  a  time  under  control  of 
the  United  States.  In  the  latter  cases  a  general 
system  of  education  was  devised  and  established  with 
a  celerity  which  in  former  generations  would  have 
been  impossible.  It  may  be  granted  that  these  sys- 
tems, imposed  upon  alien  races,  must  have  their  de- 
fects and  require  careful  revision  and  administration, 
but  it  remains  that  the  establishment  of  such  systems 
is  a  remarkable  event  illustrating  large  educational 
possibilities,  the  transference  of  educational  power, 
international  or  universal  education. 

The  establishment  of  libraries,  museums,  schools 
of  special  kinds,  bulletins,  reports  and  other  publica- 
tions of  value;  participation  with  other  nations  in 
educational  enterprises  which  naturally  require  inter- 
national action  are  familiar  examples  of  the  nation 
as  a  factor  in  education. 

The  postal  system  of  a  nation  has  many  and  varied 
uses,  and  its  service  to  education  does  not  receive 
due  recognition.  One  of  its  aims  is  the  diffusion  of 
intelligence.  In  general,  facility  of  intercommuni- 
cation is  in  itself  an  educational  factor,  but  the 
special  and  moderate  cost  at  which  newspapers  and 
periodicals  have  mail  carriage  has  aided  the  spread 

42 


PROGRESS    MADE,    GOVERNMENT 

of  knowledge  by  the  periodical  press,  which  without 
a  favorable  postal  system  would  have  been  impos- 
sible. The  further  improvement  of  the  postal  system 
to  embrace  a  book  or  library  post  is  expected.  It 
will  make  practicable  a  national  library  system, 
which,  if  extended  to  the  postal  union,  assures  the 
universal  library  whereby  the  reader  in  any  part 
of  the  world  shall  have  access  to  the  world  library 
wealth. 

Government,  since  the  rise  of  state  and  national 
education,  ranks  among  the  leading  agents  in  educa- 
tion, and  in  some  respects  the  first.  An  examination 
into  the  annual  reports  of  a  single  nation,  showing 
the  scope  and  the  magnitude  of  its  educational  func- 
tion from  its  smallest  unit  to  its  largest  institutions, 
reveals  the  vast  number  of  persons  under  training, 
the  great  expenditure  of  public  wealth  involved,  and 
the  extensive  character  of  the  training  provided. 

The  United  States  of  America  (exclusive  of  de- 
pendencies) for  example,  has  in  its  common  schools 
(elementary  and  high  schools)  maintained  by  pub- 
lic funds,  17,061,962  1  pupils,  or  19.62  per  cent  of 
the  total  population;  496,612  teachers;  annual  ex- 
penditure of  $371,344,410  (1907-8).  Great  Britain 
and  Ireland  have  in  their  elementary  schools  7,094,- 
414  pupils;  France,  5,506,882;  Germany,  10,224,- 
125;  Argentina,  543,881 ;  Japan,  5,348,213;  Aus- 
tralasia, 784,008.  World  statistics  present  similar 
conditions  in  all  progressive  nations.  The  educa- 
tional enterprises  of  the  nations  which  conduct  sys- 

1  U.  S.  Com.  E.  R.,  1908,  Vol.  2,  pp.  601-5,  Washington,  D.  C. 
43 


WORLD    EDUCATION 

terns  of  public  education  show  to  what  proportions 
education  under  public  auspices  and  maintained  by 
public  funds  has  grown.  The  vastness  of  the  work 
has  in  itself  certain  marked  perils,  against  which 
civic  society  must  be  perpetually  on  its  guard. 
Perils  of  extravagance,  wastefulness,  neglect  of  the 
individual  in  claiming  to  care  for  the  mass  of  so- 
ciety, a  delusive  conviction  that  the  size  of  the  work 
may  of  itself  have  peculiar  value,  an  arrogance  toward 
other  and  voluntary  agencies  in  the  field,  the  tempta- 
tion to  a  narrow,  unethical  conception  of  state  edu- 
cation are  among  the  defects  which  sometimes  ap- 
pear and  require  correction.  It  still  remains  that 
education  under  government  control  in  its  magnitude 
is  one  of  the  phenomena  and  marvels  of  the  world. 

The  transition  from  national  to  international 
action  for  education  is  not  so  long  or  difficult  a  pro- 
cess as  is  commonly  supposed.  The  leading  nations 
in  the  conduct  of  their  educational  work  are  deeply 
influenced  to-day  by  international  motives.  A  vol- 
ume recently  issued  to  emphasize  the  need  of  sec- 
ondary education  in  Great  Britain  pursues  a 
comparative  study  of  that  educational  area  as 
it  appears  in  three  other  leading  nations,  viz.,  Ger- 
many, France,  and  the  United  States.1  The  argument 
urges  a  British  national  educational  policy  based  on 
international  considerations.  Commercial  education, 
as  conducted  in  Germany,  contemplates  not  merely 
the  improvement  of  domestic  commerce,  but  the  neces- 

1  WARE,  FABIAN,  Educational  Foundations  of  Trade  and  Industry, 
N.  Y.,  1901. 

44 


PROGRESS    MADE,    GOVERNMENT 

sity  of  training  German  youth  to  take  part  in  the 
commerce  of  the  world.  Thus,  to  cite  merely  the 
language  item,  in  the  program  of  the  German  school 
of  commerce,  the  languages  of  nations  with  which 
Germany  cultivates  commercial  relations,  as  English, 
French,  Russian,  and  others,  are  part  of  the  scheme 
of  instruction.  Italy  has  undertaken  an  educational 
plan  to  train  its  people,  where  necessary,  to  be  in- 
telligent emigrants  by  furnishing  instruction  relative 
to  countries  desirable  for  the  Italian  emigrant,  and 
knowledge  useful  and  necessary  for  the  prospective 
emigrant.  In  these  and  similar  efforts  it  is  evident 
leading  nations  are  passing  into  a  general  policy 
of  education  where  the  national  idea  merges  into  a 
world  idea.  Thus  a  larger  conception  of  education 
is  fixed  in  national  thought,  which  looks  toward  a 
new  period  of  educational  extension  where  it  tran- 
scends national  limitations  and  becomes  universal, 
or  world-wide. 

The  magnitude  and  variety  of  the  educational 
work  of  the  leading  national  governments,  and  the 
governmental  cooperation  of  nations  in  certain 
functions  which  affect  not  one,  but  all  countries,  are 
indicative  of  a  new  attitude  toward  education  as  a 
constructive  world  force.  Among  examples  of  such 
international  educational  effort  may  be  cited  the 
International  Chamber  of  Agriculture,  with  head- 
quarters at  Rome,  Italy;  the  Bureau  of  American 
Republics,  with  headquarters  at  Washington,  D.  C. ; 
the  Postal  Union,  with  headquarters  at  Berne, 
Switzerland;  international  expositions  conducted 

45 


WORLD    EDUCATION 

under    the    auspices    and    cooperation    of    various 
governments. 

The  conditions,  enumerated  in  this  chapter,  and 
the  growth  of  ideals  which  affect  all  human  interests, 
indicate  the  progress  made  toward  universal  or  world 
education  by  society  organized  in  government,  and 
suggest  its  further  development  in  the  future. 


CHAPTER    VI 

REASONS  FOR  GOVERNMENT  PROMOTION  OF 
EDUCATION 

Puerilis  institutio  mundi  renovatio  est;  haec  gymnasia  Dei  castra 
sunt,  hie  bonorum  omnium  semina  latent.  Video  solum  fundamen- 
tumque  reipublicae  quod  inulti  non  videant  interpositu  terrae. 

SACCHTNI. 

The  Commonwealth  requires  the  education  of  the  people  as  the 
safeguard  of  liberty  and  order. 

INSCRIPTION,  BOSTON  PUBLIC  LIBRAEY. 


rflHE  more  important  reasons  for  the  participation 
•*•  of  government  in  education  may  be  briefly  stated. 
(a)  The  police  theory.  The  theory  of  govern- 
ment termed  the  police  theory,  which  regards  gov- 
ernment as  instituted  for  the  protection  of  person 
and  property,  is  one  basis  for  the  establishment  of 
a  good  public  educational  system.  Ignorance  and 
personal  and  social  inefficiency  are  a  menace  to  all 
good  government.  The  cultivation  and  diffusion  of 
intelligence  and  virtue  are  essential  to  a  sound  social 
and  civic  state,  and  the  foundation  of  stable  and  just 
government.  This  argument  for  public  education 
was  early  recognized  and  is  now  generally  conceded. 
Differences  of  opinion  exist  as  to  the  extent  to  which 
the  government  should  go  in  supplying  educational 
advantages,  but  these  differences  do  not  lessen  the 
conviction  upon  which  free  public  education  rests. 

47 


WORLD    EDUCATION 

Such  education  should  reach  every  member  of  the 
body  politic,  especially  the  youth,  so  that  the  whole 
people  may  have  suitable  training.  State  and  na- 
tional education  are  the  chief  agents  to  meet  these 
issues.  While  other  agencies,  private,  religious,  cor- 
porate, are  valuable  factors  in  the  training  of  the 
people,  the  state  and  nation  alone  have  the  authority 
and  resources  requisite  in  this  connection  to  reach 
the  whole  people.  This  argument  has  worked  its 
way  to  public  acceptance.  All  objections  rest  on 
subordinate  issues,  which  the  civic  wisdom  of  the 
people  will  doubtless  adjust. 

(h)  The  constructive  body  politic.  The  police 
theory  of  government  is  conceded  to  be  important, 
but  it  alone  is  partial  and  inadequate.  The  indi- 
vidual member  of  the  civic  society  must  be  kept  in 
order  and  prevented  from  doing  injury  to  others, 
but  he  must  also  do  his  part  in  maintaining  and  im- 
proving the  civic  body.  The  constructive  as  well  as 
the  preventive  and  protective  ideas  are  united  in 
a  wise  scheme  of  universal  public  training.  If  a 
fairer  and  better  civic  fabric  is  to  be  built  up,  all 
must  be  fitted  to  contribute  their  share  to  the  result. 
Hereupon  rests  the  wisdom  not  only  of  a  general 
educational  scheme  to  reach  the  body  of  society,  but 
of  provision  for  higher  education,  even  the  highest, 
in  order  not  only  that  all  men  may  have  oppor- 
tunity, but  that  the  ablest  and  exceptional  members 
of  society  may  be  trained  to  the  level  of  their  powers. 
Society  requires  both  the  service  of  the  body  of  the 
people  whose  personal  resources  are  ordinary,  and 

48 


PROMOTION    OF    EDUCATION 

that  of  men  of  genius  in  science,  art,  mechanics,  litera- 
ture, and  other  areas  of  knowledge  and  attainment. 
The  constructive  idea  in  education  opens  new  areas 
of  opportunity  and  aspiration  to  mankind,  and  also 
tends  to  lessen  the.  emphasis  formerly  attached  to 
the  police  argument  for  popular  education. 

(c)  The  economic  idea.  Professor  Thomas  Henry 
Huxley,  advocating  the  scientific  training  of  English 
youth,  said :  "  I  weigh  my  words  when  I  say  that  if 
the  nation  could  purchase  a  potential  Watt  or  Davy 
or  Faraday  at  the  cost  of  a  hundred  thousand  pounds 
down  he  would  be  dirt  cheap  for  the  money.  It  is 
a  mere  commonplace  and  every-day  piece  of  knowl- 
edge, that  what  these  three  men  did  has  produced 
untold  millions  of  wealth  in  the  narrowest  economical 
sense  of  the  word."  A  new  emphasis  is  now  placed 
on  the  economic  side  of  the  material  resources  of 
society.  This  arises  from  various  causes.  The  ne- 
cessity for  a  reasonable  maximum  of  result  for  a 
minimum  of  outlay  touches  modern  life  at  every 
point,  personal,  social,  corporate,  governmental.  The 
waste  of  public  wealth,  of  national  resources,  the 
folly  of  the  reckless  rich  and  poor  in  expenditures, 
the  frequent  misplacement  of  resources  designed  for 
charity,  education,  and  religion  have  been  set  forth 
by  the  political  and  social  economist.  Science  has 
shown  also  how  waste  products  may  be  utilized ; 
how  by-products  may  sometimes  be  as  valuable  as 
the  direct  products  of  industry.  This  comparatively 
new  point  of  view  affects  the  argument  for  public 
education.  It  lays  fresh  emphasis  on  the  necessity 


WORLD    EDUCATION 

of  universal  education  and  forces  the  idea  of  adap- 
tiveness  and  discrimination  into  a  public  system 
which  otherwise  becomes  monotonous,  mechanical, 
and  repressive.  It  claims  that  every  human  being 
has  potential  value,  and  it  is  the  business  of  society 
to  search  out  and  utilize  that  value  which  might 
otherwise  lie  latent.  As  civic  society  becomes  more 
conscious  of  its  powers,  it  aims  to  bring  each  mem- 
ber to  himself,  to  a  consciousness  of  his  powers,  as 
an  essential  part  of  the  public  wealth.  Its  instru- 
ment in  this  procedure  is  chiefly  educational. 

(d)  The  corporate  idea.  The  argument  for  pub- 
lic education  has  been  well  stated  by  Horace  Mann  l 
as  resting  on  the  corporate  idea  of  society.  Society, 
if  well  organized,  is  a  perpetual  corporation,  one 
commonwealth,  extending  from  generation  to  genera- 
tion. It  is  the  duty  and  interest  of  society  to  guard 
its  members,  for  in  so  doing  it  guards  itself,  and 
by  neglecting  this  duty,  society  itself  is  to  a  greater 
or  less  degree  exposed  to  loss  and  peril.  Public  edu- 
cation in  its  aim  to  bring  a  member  of  society  by 
appropriate  training  and  development  to  his  best 
estate  adds  to  the  corporate  wealth  and  well-being  of 
the  whole.  This  argument  presses  the  cause  of  edu- 
cation close  to  the  whole  social  body.  It  is  not  a 
benefaction  of  wealth,  nor  a  necessity  of  the  poor, 
nor  a  requirement  of  a  social,  industrial,  or  other 
class  or  stratum,  but  a  concern  of  the  body  politic 
as  a  perpetual  corporation,  or  commonwealth. 

1  MANN,  HORACE,  The  Ground  of  the  Free  School  System,  Old 
South  Leaflets,  No.  109,  Boston. 

50 


CHAPTER   VII 

FAVORABLE  CONDITIONS 

It  is  for  man  to  tame  the  chaos;  on  every  side  to  scatter  the  seeds 
of  science  and  of  song,  that  climate,  corn,  animals,  men,  may  be 
milder,  and  the  germs  of  love  and  benefit  may  be  multiplied. 

EMERSON. 

ri^HE  recognition  of  the  idea  of  universal  education 
•1  as  applicable  to  all  peoples  in  all  parts  of  the 
earth  is  probably  very  general,  and  at  this  time 
awakens  little  or  no  serious  objection  or  opposition. 
Differences  of  opinion  may  appear  among  educational 
leaders  and  also  among  statesmen,  men  of  affairs,  and 
other  influential  elements  in  the  various  nations  as 
to  subordinate  questions  which  are  of  importance 
but  capable  of  reasonable  adjustment.  Such  issues 
touch  the  scope  and  kind  of  education  requisite  in 
different  countries  and  among  different  races.  What 
is  a  natural  and  effective  type  of  training  for  back- 
ward nations,  as  well  as  for  advanced  nations?  Do 
the  same  classes  appear  in  considering  the  whole 
human  race  educationally  as  appear  in  a  smaller  area 
of  humanity,  that  is,  are  there  normal  and  abnormal 
types,  forward,  backward,  defective,  degenerate 
groups,  to  be  expected  in  working  out  the  education 
of  the  whole  race?  Will  the  educational  experience 
of  the  most  civilized  nations,  accumulated  slowly  and 
throughout  a  long  period,  furnish  some  fixed  and 

'51 


WORLD    EDUCATION 

satisfactory  lines  of  approach  to  the  world  problem 
of  education,  or  may  that  experience  mislead  and 
prove  more  or  less  obstructive?  Is  there  a  demand 
for  caution,  patience,  sympathy,  insight,  investiga- 
tion, and  careful  administration  as  human  society, 
utilizing  what  wisdom  it  may  have,  addresses  itself 
to  the  new  issues  of  the  training  of  the  human  race? 
It  is  evident  that  many  questions  as  well  as  numer- 
ous details  start  up  in  this  connection,  but  this  is 
simply  a  repetition  in  the  main  and  in  different  forms 
of  the  questions  of  the  past  and  of  the  issues  which 
in  every  progressive  nation  confront  each  genera- 
tion. The  general  conditions  of  civilized  nations  and 
of  the  world  are  believed  to  be  favorable  for  a  more 
concerted  and  common  movement  for  universal  edu- 
cation. Some  of  these  are  here  enumerated. 

The  material  conditions.  Among  these  we  note 
roads.  Some  thinkers  have  set  emphasis  upon  the 
road  as  a  factor  in  human  progress.  Horace 
Bushnell,  one  of  the  ablest  of  American  religious 
thinkers,  has  a  sermon  on  "  The  Day  of  Roads,"  1 
in  which  he  shows  the  intimate  connection  between 
the  road  and  civilization,  that  the  great  nations  have 
been  great  road  builders.  The  history  of  roads 
which  traces  the  transition  from  the  jungle  to  the 
trail,  and  ultimately  to  the  firm  highway,  is  inter- 
woven with  the  social  progress  of  mankind.  In  the 
larger  sense  the  present  is  an  age  of  roads.  This 
statement  does  not  lessen  our  appreciation  of  the 
achievements  in  road  building  of  earlier  periods, 

1  BUSHNELL,  HORACE,  The  Day  of  Roads,  Hartford,  Conn.,  1846'. 

52 


FAVORABLE    CONDITIONS 

notably  those  of  the  Roman  Empire  by  which  all 
parts  of  the  ancient  world  were  connected  with  the 
capital,  Rome,  by  a  network  of  great  public  high- 
ways.     The   multiplication   of   common   roads   is    a^ 
phenomenon  of  civilized  life.    Still  further,  the  appli- 
cation of  steam  power,  the  better  working  of  iron 
and  steel,  the  mechanical  inventions  have  made  the 
railroad  the  modern  highway.     The  railroads  have 
increased  in  number,  have  developed  into   systems, 
have  crossed  rivers  by  bridges,  have  pierced  moun- 
tains by  tunnels,  have  traversed  continents,  and  to- 
day belt  the  globe  with  bands  of  steel,  supplementing 
the  railroad  where  land  fails  by  the  modern  steam- 
ship route,  which  is  another  form  of  road  across  the 
oceans.    Enterprises  of  this  nature  surpass  in  magni- 
tude  and   number   the   anticipations    of   leaders    of 
former  generations  in  land  and  ocean  transportation. 
Of  the  six  continents  of  the  earth,  North  America, 
and  Europe  are  traversed  by  several  railway  routes ; 
Asia  has  one ;   South  America,  Africa  and  Australia 
in  the  near  future  may  have  each  a  through  railway 
route  to   serve  as  the  base  line  of  many   systems. 
The  expansion  of  local  common  roads,  railroads  and 
electric  roads  has  proceeded  by  leaps  and  bounds. 
In  some  sections  of  the  world  nearly  or  quite  all  of 
the  population  has   immediate   connection  with  the 
steam  or  electric  road  service,  both  of  which  reach 
the  whole  population  in  many  cities  of  the  world  and 
their  environs.     This  conquest  of  the  land,  partly 
achieved  and  still  progressing,  is  supplemented  by 
the  conquest  of  the  ocean.     With  the  exception  of 

53 


WORLD    EDUCATION 

the  North  and  South  polar  regions,  the  waters  of 
the  earth  have  been  explored,  mapped,  routes  of  pas- 
sage traced,  and  regular  lines  of  ocean  travel 
established. 

In  addition,  other  means  of  intercommunication 
have  been  devised.  Chief  among  these  are  the  tele- 
graph and  the  telephone.  Our  familiarity  with  these 
factors  in  the  co-temporary  life  of  the  world  some- 
what dulls  our  sense  of  their  utility  and  value.  They 
bind  together  the  world  in  an  organism  so  compact 
and  sensitive  that  each  part  is  in  touch  with  all  parts. 
The  functions  of  this  improved  or  rather  wholly  new 
mechanism  of  intercommunication  appears  in  the 
daily  press  which  records  the  life  of  the  world  in 
its  activities  and  in  its  bright  and  tragic  features, 
and  makes  each  reader  a  citizen  of  the  world,  a  cos- 
mopolitan. The  British  war  office  touches  with  tele- 
graphic finger  every  part  of  the  empire.  Were  this 
possible  in  1814  the  battle  of  New  Orleans  with  its 
loss  of  life  and  property  would  not  have  taken  place. 
That  battle  occurred  after  the  signing  of  the  treaty 
of  peace,1  but  the  methods  of  bearing  news  then  ex- 
isting were  slow,  and  the  opposing  armies  were  un- 
aware that  their  battle  was  wholly  needless.  A  disas- 
ter occurs  on  a  steamer  in  mid-ocean.  The  wireless 
telegraph  summons  quick  relief.  The  bearing  of 
these  means  of  swift  intercourse  on  world  education 
is  evident. 

Another  material  and  favorable  condition  is  the 

1  Treaty  of  Ghent  executed  Dec.  24,  1814;  battle  of  New  Orleans, 
Jan.  8,  1815. 

54, 


FAVORABLE    CONDITIONS 

postal  system,  already  referred  to,  which  is  co-termi- 
nous  with  each  nation  and  reaches  by  the  postal 
union  all  parts  of  the  world.  This  puts  each  indi- 
vidual in  touch  with  all  mankind  and  lends  itself 
to  innumerable  uses.  We  leave  this  part  of  the  sub- 
ject with  a  quotation  from  Campbell:1  "Facilities 
for  intercommunication  take  from  human  life  its  iso- 
lation, and  bind  the  race  together  in  one  family. 
Transcontinental  railways,  ocean  steamship  lines, 
submarine  cables,  international  postal  systems 
strengthen  the  old  and  create  new  human  ties.  The 
social  organism,  the  moral  and  spiritual  unity  of  the 
race  become  more  than  the  dream  of  poet  or  prophet. 
The  postman  thus  ranks  among  the  social  reformers. 
As  he  passes  over  land  and  sea,  knowledge,  commerce, 
charity,  friendship,  brotherhood  go  with  him.  He 
blazes  a  path  through  the  wilderness  and  bears  the 
torch  of  a  better  civilization  over  the  earth." 

When  the  present  condition  of  human  society 
throughout  the  habitable  globe  is  examined,  the  ma- 
terial side  or  the  mechanism  of  society,  which  has 
become  more  conspicuous  since  the  civilization  of 
steam  and  electricity,  presents  itself  as  a  favorable 
factor  in  the  campaign  for  world  education.  What 
has  been  accomplished  by  railway  management  or 
by  railway  cooperation  with  educational  forces  is 
prophetic  of  greater  things  in  the  future.  The  policy 
of  systems  of  transportation  has  become  more  co- 
operative with  the  areas  of  country  and  the  popula- 
tions they  serve.  A  recognition  of  the  fact  that 

1  SCOTT,  W.,  A  Cheap  Library  Post,  p.  1,  Cambridge,  Mass.,  1901. 
55 


WORLD    EDUCATION 

with  the  growth  of  a  country  in  population,  contact 
with  the  benefits  of  civilization,  and  contentment,  the 
welfare  of  the  great  corporations  is  also  promoted, 
has  grown  in  recent  decades.  By  railway  cooperation 
the  teacher,  lecturer,  learner  may  be  conveyed  from 
point  to  point,  movable  libraries,  museums,  schools 
may  be  transported  here  and  there;  cities  and  na- 
tions may  exchange  exhibits;  universal  expositions, 
reduced  in  bulk,  carefully  selected  and  typical  in 
details,  may  pass  from  one  part  of  the  world  to 
another.  An  enlightened  policy  which  shall  utilize 
the  world's  land  and  ocean  transportation  systems 
to  promote  the  education  of  human  society  is  likely 
to  be  developed  more  and  more  in  the  future.  Thus 
the  material  forces  of  civilization  may  contribute  to 
the  higher  intellectual  and  spiritual  civilization  of 
mankind. 

One  further  favorable  material  condition  may  be 
noted  in  the  tendency  to  larger  units  of  administra- 
tion in  public  affairs,  in  the  general  interests  of  the 
community,  and  in  the  world's  work.  The  business 
corporation  with  limited  liabilities  is  a  little  more 
than  half  a  century  old  in  English  law,  but  so  swift 
and  vast  has  been  the  growth  of  corporations  that 
the  nation  alone  seems  competent  to  supervise  and 
control  some  of  these  giant  combinations  to  prevent 
abuses,  and  in  some  cases  international  control  may 
become  necessary.  In  movements  for  reform,  charity, 
public  health  and  protection,  safeguarding  against 
the  propagation  of  disease,  insect  pests,  the  reclama- 
tion of  waste  land  areas  and  other  public  issues,  the 

56 


FAVORABLE    CONDITIONS 

necessity  of  a  larger  grasp  of  the  situation  is  met 
by  correspondingly  great  organized  agencies.  The 
same  condition  and  similar  results  are  apparent  in 
local  and  worldwide  enterprises.  The  provision  for 
education  on  the  side  of  expense  and  administration 
is  subject  to  the  laws  of  procedure  elsewhere  de- 
veloped. The  small  civic  unit,  termed  in  some  sec- 
tions the  school  district  or  town,  has  been  affected 
by  or  has  merged  into  the  town  group,  county,  city ; 
or  has  been  reinforced  by  state  cooperation;  or  in 
national  legislation,  enacted  or  prospective,  is  sup- 
plemented by  national  aid.  The  tendency  toward 
a  larger  unit  as  a  basis  of  support  is  phenomenal, 
and  points  to  a  world  unit,  to  international  co- 
operation on  sound  and  wise  plans  to  promote 
education. 

The  ideals  of  society  are  another  favorable  ele- 
ment in  the  movement  toward  universal  education. 
It  would  be  foreign  to  our  present  purpose  to  seek 
to  trace  the  origin  and  growth  of  popular  ideals, 
but  their  pervasive  influence  is  one  of  the  noteworthy 
elements  in  human  society.  These  ideals  produce, 
shape  or  modify  public  action,  customs,  institutions, 
laws,  constitutions.  Nowhere  is  this  influence  more 
clear  than  in  the  history  of  education.  High  and 
lower  motives  or  ideals  have  combined  to  set  forward 
the  cause  of  popular  education.  Selfish  and  pru- 
dential reasons  both  alike  dictate  such  a  course; 
altruism,  existent  in  every  age  and  growing  in  the 
present  age  to  more  commanding  influence,  espouses 
this  cause;  state  and  national  policy  recognize  its 

57 


WORLD    EDUCATION 

insistent  claim;  the  conceptions  of  the  rights  of  man 
to  equal  justice,  privilege,  and  opportunity;  the 
worth  and  dignity  of  human  nature  which  transcends 
the  pride  of  wealth,  family  or  race;  the  influence 
of  the  masses  of  society  by  the  weight  of  numbers, 
growing  intelligence  and  consciousness  of  power; 
many  elements,  originating  from  various  sources  as 
religion,  labor,  science,  experience,  history,  are 
wrought  into  high  ideals  which  will  not  down,  but 
which  find  expression  gradually  or  swiftly  in  human 
society.  These  ideals  constitute  one  of  the  most 
favorable  conditions  for  universal  education. 

The  economic  side  of  civilized  life,  already  referred 
to  in  its  relation  to  national  education,  affects  human 
society  as  a  whole,  and  is  also  a  factor  in  universal 
education.  The  development  of  civilization  has  a 
material  element  as  an  important  and  essential  factor. 
It  involves  the  product  of  labor,  the  distribution  of 
the  wealth  thus  created,  and  its  right  use  for  per- 
sonal and  collective  ends.  Many  of  the  conflicts 
of  nations,  both  internal  and  external,  spring  from 
this  source,  a  cause  which  has  not  had  due  con- 
sideration by  the  historian  and  statesman,  and  still 
less  by  society  generally. 

The  economic  tendency  is  growing  stronger  among 
leading  modern  nations  for  many  reasons.  The 
necessity  of  conserving  the  natural  resources  of  a 
country,  its  mines,  forests,  soil,  and  other  material 
advantages  is  generally  felt.  These  forms  of  natural 
wealth  should  benefit  the  future  race  as  well  as  the 
current  generation,  but  they  have  been  often  grossly 

58 


FAVORABLE    CONDITIONS 

abused  and  wasted.  The  growth  of  scientific  knowl- 
edge and  habit  teaches  the  utilization  of  waste  prod- 
ucts and  by-products,  is  both  possible  and  necessary, 
and  leads  to  greater  economy  and  productive  power. 
The  extravagance  and  waste  which  tend  to  increase 
in  the  sphere  of  man's  relations,  in  personal  cost  of 
living,  in  families,  in  government,  in  taxation,  point 
to  the  wisdom  of  economy.  Such  a  result  cannot  fail 
to  make  life  simpler  and  to  lift  life  to  a  higher  and 
more  rational  plane.  The  extravagance  of  reckless 
wealth,  the  more  moderate  misuse  of  earnings  by  the 
body  of  society,  and  the  unthrift  of  poverty  necessi- 
tate a  saner  view  of  the  productive  functions  of 
society. 

This  economic  pressure  cannot  end  with  the  ma- 
terial setting  of  human  society,  but  must  go  forward 
to  reckon  in  a  broad  fashion  with  man  himself.  How 
to  secure  a  maximum  of  benefit  from  each  human 
life,  how  to  bring  every  human  being  to  his  best, 
and  in  consequence  all  human  groups,  whether  small 
like  the  family  or  local  community,  or  large  as  the 
nation  or  the  whole  race,  are  questions  which  lift 
themselves  to  a  commanding  place  in  connection  with 
the  present  age  and  the  destiny  of  man.  They  all 
point  in  the  direction  of  education  wisely  conceived, 
well  administered  and  universal. 

The  corporate  idea  of  human  society,  formerly 
referred  to,  gains  strength  from  the  striking  ex- 
amples of  corporate  power  in  the  recent  history  of 
the  business  world.  That  power  has  grown  to  tre- 
mendous bulk.  It  may  command  the  markets  of  a 

59 


WORLD    EDUCATION 

nation  and  affect  the  traffic  of  the  world  for  good  or 
ill.  The  capitalization  and  ramifications  of  many 
industries  handling  common  necessities  as  sugar, 
meat,  oil,  steel,  and  the  like,  are  phenomena  of 
modern  society.  The  control  of  great  highway  sys- 
tems, the  railway  systems,  which  are  essential  to 
the  daily  life  of  colossal  cities  and  vast  areas,  are 
striking  examples  of  the  achievements  and  power  of 
gigantic  corporations.  The  ability  to  combine  vast 
capital  and  the  corporate  experience  in  the  adminis- 
tration of  great  enterprises  reveal  the  power  of  world 
capital  to  aid  in  financing  and  administering  world 
education.  It  has  not  escaped  the  attention  of 
thinkers  that  the  corporate .  idea  is  as  applicable 
to  humanity  as  to  any  of  the  objects  or  interests 
where  its  operations  have  been  for  various  reasons 
forced  upon  the  attention  of  civilized  nations.  The 
human  race  constitute  a  corporation  whose  interests 
are  held  in  common  and  are  to  a  remarkable  degree 
identical.  The  social  organism  is  co-terminous  with 
the  race  and  with  the  habitable  earth.  No  harm  can 
befall  one  member  which  does  not  in  some  way,  subtle 
and  perhaps  untraceable,  affect  all  members.  Let  a 
little  child  be  wronged  in  a  remote  corner  of  the 
globe,  behold,  all  childhood  is  wronged  and  humanity 
suffers;  degrade  a  defenceless  woman  anywhere,  all 
womanhood  is  degraded.  The  solidarity  of  human 
society  is  revealed  in  its  blessings  and  disasters.  This 
is  no  new  truth  but  one  enforced  by  the  world's 
best  thinkers  in  ethics  and  religion.  Here,  too,  a 
new  sanction  is  discovered  for  the  expansion  of  edu- 

60 


FAVORABLE    CONDITIONS 

cation  until  it  reaches  every  member  of  the  human 
race.  With  the  growth  of  intelligence  the  plane  of 
life  is  lifted  and  the  path  of  progress  grows  clearer. 
Things,  impossible  in  one  generation,  become  easy 
of  attainment  in  a  more  enlightened  age.  G.  W. 
Liebnitz  said :  "  Give  me  for  a  few  years  the  direction 
of  education  and  I  agree  to  transform  the  world." 
The  menace  of  ignorance  is  lifted  from  the  nations, 
and  national  or  race  prejudice  and  distrust  yield  to 
mutual  respect,  friendship,  peace.  The  world  learns 
cooperation  for  the  welfare  of  the  human  family. 
The  teacher  or  the  educative  process  assumes  a  right- 
ful place  in  world  politics  and  policies. 

The  number  and  extent  of  great  private  fortunes, 
already  considered,  is  also  a  favorable  element  in 
world  education.  Such  fortunes  exceed  in  value  the 
property  of  many  of  the  smaller  cities  and  states, 
taken  separately,  and  give  to  the  private  capitalist 
or  group  of  capitalists  an  opportunity  to  advance  the 
education  of  the  entire  human  race.  The  disposition 
of  makers  and  inheritors  of  great  fortunes  in  many 
cases  to  utilize  this  opportunity  is  evident  each  year 
from  the  benefactions  made  to  education  and  philan- 
thropy. The  individual  who  is  an  international  man 
or  a  world  citizen  with  the  power  and  inclination  to 
advance  the  education  of  the  human  race  by  a  bene- 
faction of  $100,000,000  may  not  appear;  certainly 
such  a  combination  of  resources,  purpose  and  out- 
look has  as  yet  not  appeared  in  one  personality. 
A  group  of  men,  however,  by  combined  effort  may 
take  up  and  successfully  inaugurate  a  work  of  this 

61 


WORLD    EDUCATION 

nature.  The  records  of  the  world's  business  furnish 
many  examples  of  corporate  resources  in  excess  of 
the  amount  above  named  as  initiatory  capital  for  a 
voluntary  association  to  promote  universal  education. 
,The  Canadian  Pacific  Railroad  has  total  assets, 
$459,318,424 ;  the  Union  Pacific  Railroad  and  aux- 
iliary companies,  $365,225,500;  the  United  States 
Steel  Corporation,  $868,583,600;  the  Standard  Oil 
Company,  $600,000,000  assets;  Armour  &  Com- 
pany, $124,826,039!  Numerous  business  combina- 
tions show  equal  or  greater  assets.1 

To  institute  a  corporate  scheme  of  men  of  wealth 
of  one  or  more  nations,  or  of  the  world's  great 
capitalists,  judging  from  the  temper  of  the  age, 
might  prove  less  difficult  than  the  combinations  or 
reorganizations  of  capital  frequently  effected  by 
leaders  in  the  financial  world.  Let  one  or  a  small 
group  of  such  leaders  espouse  this  cause,  patiently 
work  through  the  problem  of  placing  the  movement 
on  a  sound  financial  basis,  and  it  is  possible,  if  not 
probable,  that,  when  well  planned,  many  men  of 
wealth,  broad  human  sympathy  and  forecast,  will 
vigorously  cooperate.  Here,  too,  is  one  of  the  great, 
perhaps  the  greatest,  utility  of  private  wealth  and 
economic  power,  to  lay  good  foundations  for  a  better 
social  order  by  the  promotion  and  organization  of 
the  intelligence  of  mankind.  With  progress  at  this 
point,  the  general  betterment  of  the  world  is  for- 
warded. Minor  causes,  frequently  too  isolated,  look- 
ing to  human  welfare,  become  parts  of  a  larger 

i  Moody  Manual  Service,  N.  Y.,  1910. 


FAVORABLE    CONDITIONS 

scheme  and  are  most  effectively  advanced  by  the 
diffusion  of  intelligence,  productive  power,  and  vir- 
tue involved  in  right  education. 

Other  forms  of  voluntary  effort,  and  the  place  of 
the  state,  nation,  and  national  groups,  which  may 
be  expansive  to  embrace  the  family  of  nations  and 
which  are  contributory  to  education,  have  been  dis- 
cussed in  former  pages. 

The  favorable  conditions  to  which  attention  is  di- 
rected in  this  and  earlier  chapters  point  unmistakably 
to  the  education  of  man  as  a  member  of  world  society, 
to  a  world  unit  in  education. 


63 


CHAPTER    VIII 

LINES  OF  APPROACH,  ILLUSTRATIONS 

The  Egyptian  and  the  Chaldean  created  the  ideals  of  valorous 
and  pleasure-loving  men;  China,  Persia  and  Judaea,  of  self -denying 
and  austere  men;  India  of  the  rationally  conscientious  man,  who  in 
Hindustan  is  contemplative  and  compassionate;  in  Japan,  sensitive; 
in  Greece,  appreciative  of  every  form  of  truth  and  beauty;  in  Rome, 
constructive;  and  in  the  farther  and  later  West,  scientific,  —  in 
England  individualized,  hi  France  socialized,  and  in  America,  where 
West  again  becomes  East,  universalized. 

F.  H.  GlDDINGS. 

Ich  bin  fest  ueberzeugt,  dass  durch  das  einheitliche  Zusammen- 
wirken  von  einigen  hervorragenden  Geistern  der  civilisierten  Welt, 
diese  vielleicht  unueberwindlieh  scheinende  Aufgabe  geloest  werden 
kann  und  damit  fuer  die  ganze  Welt  eine  neue  bessere  Aera  beginnen 
wird.  FRANZ  KEM&STY. 

IT  is  the  aim  of  this  chapter  to  submit  some  illus- 
trations which  may  show  the  effective  nature  of 
the  various  agencies  cited  in  the  foregoing  discussion 
to  advance  education  as  a  local  enterprise  and  as 
a  fundamental  concern  of  state  and  nation.  These 
illustrations  in  some  cases  will  point  directly  to  edu- 
cation also  as  a  world  process  which  tends  to  become 
universal,  and  a  chief  interest  of  the  whole  human 
race.  No  attempt  to  gather  more  than  a  few  illus- 
trations is  proposed,  for  the  reader  may  readily  sup- 
ply additional  examples. 

In  seeking  to  trace  the  lines  on  which  a  world 
campaign  for  education  may  proceed  we  may  fol- 

64 


LINES    OF    APPROACH,    ILLUSTRATIONS 

low  the  direction  of  the  discussion  in  the  foregoing 
chapters.  The  agents  in  the  campaign  are  in  gen- 
eral the  same  as  those  now  engaged  in  the  main- 
tenance, improvement,  and  diffusion  of  education. 
The  work  proposed  is  simply  the  expansion  of  work 
now  carried  on  over  a  considerable  portion  of  the 
world  until  with  wise  modifications  it  becomes  co- 
terminous with  the  whole  race.  In  the  extension 
of  this  work  many  questions  confront  society  upon 
which  we  need  not  linger,  because  they  are  similar 
to  those  met  in  the  present  conduct  of  education. 
The  educational  experience  of  mankind  will  aid  in 
the  solution  of  these  questions,  and  ingenuity  and 
resourcefulness  will  insure  later  progress. 

The  sphere  of  individual  influence  may  be  exem- 
plified first  because  the  individual  is  the  simplest 
human  unit,  freest  to  move  'and  to  act  in  any  de- 
sired direction.  Individuals  are  numerous  who  have 
aided  education  in  a  small  locality,  as  a  town ;  many 
also  have  given  notable  reinforcement  to  education 
in  a  larger  community,  as  a  city;  a  smaller  num- 
ber have  contributed  to  strengthen  the  work  of  the 
state  in  education;  a  still  smaller  list  of  benefactors 
have  aided  a  group  of  states  or  a  nation;  the  num- 
ber, as  yet,  of  those  who  have  undertaken  to  pro- 
mote education  as  an  international  issue  for  all 
mankind  constitute  the  smallest  group.  That  is, 
international  men  or  citizens  of  the  world  are  less 
numerous  than  local  or  national  men. 

We  cite  some  examples  of  benefactions  or  other 
services  to  education  by  individuals  to  show  how 

65 


WORLD    EDUCATION 

this  element  may  be  related  to  the  small  community 
and  may  expand  until  it  reaches  a  world  area.  It 
is  necessary  to  limit  ourselves  to  few  examples,  but 
the  list  might  be  indefinitely  enlarged. 

The  power  exerted  by  a  single  individual  is  ex- 
emplified in  past  history  to  a  remarkable  degree. 
Emerson  says,  "  All  history  resolves  itself  very  easily 
into  the  biography  of  a  few  stout  and  earnest  per- 
sons." The  function  of  great  men  is  noteworthy, 
whether  regarded  as  the  product  or  formative  influ- 
ence of  their  age.  The  long  stretch  of  influence  of 
Csesar  is  illustrated  in  his  own  time,  in  the  history 
of  the  Roman  Empire;  and  in  the  term  applied  to 
the  sovereigns  of  two  great  modern  nations,  the 
Kaiser  and  the  Czar  of  the  present  age.  The  influ- 
ence of  great  personages  is  manifest  in  war,  govern- 
ment, industry,  invention,  literature,  science,  music, 
art  and  in  other  fields  of  human  achievement.  This 
influence  is  shown  in  a  marked  degree  in  connection 
with  the  development  of  education  and  the  expansion 
of  educational  opportunity. 

In  connection  with  a  small  area,  as  a  town,  the 
family  of  the  Hon.  Hiram  A.  Tuttle  erected  and 
gave  to  the  town  of  Pittsfield,  New  Hampshire, 
U.  S.  A.,  a  beautiful  elementary  school  building  in 
1910,  costing  $15,000,  as  a  memorial  of  a  daughter 
who  was  a  native  of  the  town.  This  is  an  example 
of  a  large  class  of  gifts  to  local  education  under 
public  or  private  management. 

A  noteworthy  instance  of  benefactions  to  a  city 
is  found  in  the  case  of  Mr.  Andrew  Carnegie 

66 


LINES    OF    APPROACH,    ILLUSTRATIONS 

(1837—  )  and  the  city  of  Pittsburg  and  vicinity 
in  Pennsylvania,  U.  S.  A.  These  benefactions  ex- 
ceed $21,375,000,  and  are  as  follows:  Libraries, 
$6,725,000;  Art  GaUery,  $2,700,000  (with  annual 
endowment  of  $50,000)  ;  Technical  Schools,  $9,000,- 
000;  Research  and  Miscellaneous  Uses,  $2,900,000. 

What  is  known  as  the  "  Macdonald  Movement " 
in  Canada  is  an  illustration  of  a  benefaction  which 
reaches  a  wide  area  by  a  varied  and  effective  service. 
Sir  William  Macdonald  of  Montreal,  Canada,  has 
given  above  $5,500,000,  which  has  been  invested  as 
follows:  Educational  endowments;  buildings  and 
law  school  at  McGill  University ;  Macdonald  College, 
which  includes  schools  of  agriculture  and  household 
science;  and  a  school  for  teacher  training;  rural 
education  to  improve  small  country  schools  by  secur- 
ing manual  training  centres,  school  gardens,  study  of 
seed  grains,  consolidated  rural  schools,  etc.1 

A  donation  whose  operation  is  as  wide  as  the  na- 
tion is  exemplified  in  the  benefactions  of  Mr.  John 
D.  Rockfeller  (1839-  )  who  in  1903  and  later 
gave  $42,000,000  to  establish  and  maintain  The 
General  Education  Board.  The  purpose  of  the 
Board,  as  stated  in  its  charter,  is  "  the  promotion  of 
education  within  the  United  States  of  America  with- 
out distinction  of  race,  sex  or  creed."  In  its  present 
administration  three  principal  objects  are  promoted, 
viz. :  the  increase  of  endowments  for  higher  education, 
the  advancement  of  secondary  education,  and  the 

1  Report  of  Committee  on  Agriculture  and  Colonization,  pp.  183- 
206,  Ottawa,  Canada,  1907. 

67 


WORLD    EDUCATION 

maintenance  of  demonstration  farms  in  the  southern 
states.  Its  aim,  however,  is  so  broad  and  compre- 
hensive as  to  admit  a  vast  variety  of  educational 
service.1 

The  Rhodes  Scholarship  Trust  is  to  a  limited  ex- 
tent an  international  fund,  amounting  to  several 
millions,  established  by  Cecil  John  Rhodes  (1853— 
1902)  for  the  education  at  Oxford  University  of 
youth  selected  from  Anglo-Saxon  peoples  the  world 
over.  Each  Rhodes  scholar  receives  £300  ($1500) 
per  year  for  a  period  of  three  years.  The  scholar- 
ships are  irrespective  of  race  or  religious  opinions, 
and  are  awarded  to  candidates  who  unite  scholarship, 
athletic  skill,  manly  qualities  and  moral  force  of 
character  according  to  the  plan  outlined  in  the  be- 
quest of  Mr.  Rhodes.2 

An  example  of  a  world  benefaction  is  furnished  by 
Alfred  Bernard  Nobel  (1833-1896),  who  gave  $10,- 
000,000,  the  income  to  be  devoted  to  five  annual 
prizes  (each  about  $40,000)  for  the  most  important 
discoveries  in  chemistry,  physics,  and  physiology  or 
medicine;  for  literary  work  of  idealistic  tendency; 
for  greatest  service  to  the  cause  of  peace  during  the 
year;  also  for  Nobel  institute  for  research  and  spe- 
cial grants  of  funds  for  the  above-named  objects. 
In  the  administration  of  this  fund  all  nationalities 
and  both  sexes  are  considered. 

The  inference  from  a  study  of  the  sphere  of  in- 
fluence of  the  individual  is  that  such  influence  is  a 

1  Current  Topics,  Chap.  I,  64-5,  Washington,  1910. 
8  Advance  Sheets,  U.  S.  Bureau  of  Education,  Chap.  HI,  41-55, 
Washington,  1907. 

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LINES    OF    APPROACH,    ILLUSTRATIONS 

permanent  and  growing  factor  in  the  spread  of  edu- 
cation, also  that  a  larger  number  will  inevitably  enter 
into  the  international  area  to  promote  the  right  edu- 
cation of  the  whole  race.  This  is  obvious,  because 
the  world  unity  of  interest  is  a  daily  lesson  of  man- 
kind and  the  benefits  and  perils  that  flow  thence  are 
both  indisputable.  So  far  as  education  is  a  beneficent 
and  constructive  force  in  human  society,  its  expan- 
sion is  imperative.  These  conditions  may  appeal 
first  to  one  or  a  group  of  individuals  of  large  vision 
and  outlook.  From  the  history  of  personal  bene- 
factions to  education  it  is  not  unreasonable  to  look 
for  the  appearance  at  any  time  of  an  educational 
benefactor  who  will  devote  many  millions  to  this 
object.  Or  a  group  of  capitalists  may  join  their 
resources  for  this  end  and  thus  show  one  of  the 
great  uses  of  combinations  of  capital.  As  has  been 
said,  the  educational  experience  of  mankind  to-day 
renders  the  administration  of  a  world  fund  or  scheme 
comparatively  easy. 

To  pass  from  individuals  to  voluntary  groups  of 
persons,  —  business,  educational,  religious  and  other 
organizations  illustrate  the  wide  expansion  of  edu- 
cational effort  under  private  or  non-governmental 
auspices,  and  suggest  future  possible  developments 
of  such  work.  Among  these  the  railways  of  the 
country  have  in  some  cases,  of  their  own  motion 
or  as  allies  to  other  agencies,  participated  in  the 
circulation  of  teachers,  lecturers,  movable  schools, 
exhibits  of  science,  industry,  art,  of  libraries,  and 
other  educational  factors. 

69 


WORLD    EDUCATION 

The  Seaboard  Air  Line  Railway  has  a  system  of 
traveling  libraries  free  to  the  people  in  its  territory. 
This  railway  has  542  miles  of  track  from  Richmond, 
Virginia,  to  Tampa,  Florida,  and  reaches  almost 
every  important  city,  including  the  capitals  of  the 
six  states  which  it  traverses,  as  well  as  an  extensive 
rural  area.  The  New  York  Central  Railway  sustains 
a  model  farm  project,  and  the  Pennsylvania  Railway 
has  undertaken  forestry  enterprises;  forty-two  rail- 
way systems  in  the  western  states  of  the  United 
States  haul  chapel  cars  free;  railways  in  various 
parts  of  the  world  cooperate  with  public  education 
by  reduced  or  free  fares,  publications,  traveling 
teachers,  lecturers,  exhibits,  and  other  forms  of  edu- 
cational propaganda. 

These  separate  efforts  point  to  larger  adjustments 
whereby  the  railroad  system  of  a  state  or  nation 
may  on  a  reasonable  basis  become  one  of  the  leading 
promoters  of  popular  education,  serving  the  whole 
people  in  important  educational  lines,  devising  a 
careful  scheme  of  educational  diffusion  as  an  element 
of  a  wise  railway  policy.  Since  such  a  tendency 
inevitably  grows,  the  time  may  not  be  distant  when 
far-seeing  leaders  in  transportation  by  land  and  ocean 
may  extend  a  similar  service  to  the  whole  globe. 
The  length  of  some  railway  lines  is  to-day  remark- 
able. The  Canadian  Pacific,  for  example,  stretches 
across  the  North  American  continent,  connects  its 
coast  terminals  by  steamship  lines  and  thus  belts 
the  entire  globe  with  its  service.  Several  transconti- 
nental railway  lines  in  the  United  States  join  the 

70 


LINES    OF    APPROACH,    ILLUSTRATIONS 

Atlantic  and  Pacific  coasts.  Other  great  continental 
lines  are  wholly  or  partly  completed  or  projected, 
as  the  Siberian,  Pan-American,  Cape-to-Cairo,  Aus- 
tralian railways.  Along  these  vast  modern  highways, 
which  will  constitute  the  base  lines  of  many  railway 
systems,  may  pass  the  traffic  of  the  world ;  they  may 
also  form  a  world  highway  system  for  the  movement 
of  educational  forces. 

Numerous  other  agencies,  primarily  of  a  business 
nature,  give  more  or  less  prominence  to  education  as 
an  integral  part  of  their  work,  because  such  training 
is  a  wise  policy  of  business  conservation  and  de- 
velopment. Many  great  businesses  require  scientific 
and  mechanical  skill,  research,  administration,  mas- 
tery of  technique,  which  involve  special  training. 

Educational  agencies,  non-governmental,  are  also 
numerous  in  small  areas  as  cities,  counties  or  larger 
areas  as  states  or  state  groups,  or  still  larger  areas 
as  nations.  These  agencies  are  extensive,  persistent 
and  many-sided  in  their  operation.  They  utilize  the 
service  of  well-equipped  persons,  the  printed  page, 
organized  effort  to  create  public  opinion,  to  promote 
educational  legislation,  to  affect  private  and  public 
action.  Each  nation  has  such  agencies  which  have 
arisen  out  of  national  needs  and  conditions.  All 
nations  are  entering  on  an  imperial  policy  or  era 
when  world  affairs  obtain  increasing  attention.  This 
arises  from  the  necessities  of  trade,  industries,  the 
ease  and  swiftness  of  intercommunication,  politics 
and  a  growing  sense  of  world  solidarity.  In  conse- 
quence, national  associations  of  education  and  of 

71 


WORLD    EDUCATION 

other  aims  are  approaching  nearer  together  for  con- 
ference and  mutual  service.  These  conditions  point 
to  international  cooperation  in  education  on  the  part 
of  national  educational  societies  of  teachers  and  other 
bodies.  Already  numerous  international  associations 
of  teachers,  men  of  science  and  institutions  are  in 
existence.  The  proposed  International  Council  of 
Education,  to  convene  in  the  near  future,  is  expected 
to  embrace  leading  educators  of  all  nations.  It  origi- 
nates on  the  initiative  of  the  National  Education 
Association  of  the  United  States  of  America. 

The  printed  page  is  an  important  approach  to 
universal  education.  It  may  appear  in  the  transient 
form  of  the  daily  newspaper,  or  in  the  more  perma- 
nent form  as  the  periodical  or  book.  The  mechanical 
production  of  the  printed  page  is  now  rapid  and 
immense.  In  its  better  forms  it  is  an  educational 
force  of  inestimable  value.  Emerson  writes :  "  Con- 
sider what  you  have  in  the  smallest  "well-chosen 
library.  A  company  of  the  wisest  and  wittiest  men 
that  could  be  picked  out  of  all  civil  countries  in  a 
thousand  years  have  set  in  best  order  the  result  of 
their  learning  and  wisdom."  Carlyle  says :  "  The 
book  is  the  modern  university."  The  idea  of  a 
national  library  is  now  familiar ;  the  idea  of  a  world 
or  universal  library  is  also  accepted  as  practicable 
by  library  authorities.  The  daily  journal  has  a  cir- 
culation in  some  cases  co-terminous  with  the  language 
in  which  it  is  printed.  This  is  particularly  true  of 
the  representative  journals  in  the  various  nations. 
The  daily  circulation  of  a  leading  newspaper  in  Bos- 

72 


LINES    OF    APPROACH,    ILLUSTRATIONS 

ton  reaches  above  238,000;  in  Chicago  above  325,- 
000;  in  New  York,  401,000.  A  daily  circulation  of 
one  million  is  claimed  for  a  European  newspaper. 
The  policy  of  a  great  daily  is  illustrated  by  the  in- 
structions given  to  its  special  correspondent,  Henry 
M.  Stanley,  by  the  New  York  Herald  on  October 
16,  1869. 

"  Briefly,  these  consisted  of  a  report  of  the  open- 
ing of  the  Suez  Canal;  some  observations  of  Upper 
Egypt,  and  Baker's  expedition;  the  underground 
explorations  in  Jerusalem ;  Syrian  politics ;  Turkish 
politics  at  Stamboul;  archaeological  explorations  in 
the  Crimea;  politics  and  progress  in  the  Caucasus; 
projects  of  Russia  in  that  region;  Trans-Caspian 
affairs;  Persian  politics,  geography,  and  present 
conditions ;  a  glance  at  India ;  and,  finally,  —  a 
search  for  Livingstone  in  Equatorial  Africa !  "  * 

Special  publications  also  more  or  less  directly 
educational  are  numerous.  These  allies  to  education 
may  yield  larger  returns  if  society  seeks  to  utilize 
them  on  a  comprehensive  plan.  A  plan  of  cooper- 
ation among  the  printed  publications  of  different 
nations  may  be  inaugurated,  whereby  important 
knowledge  may  be  diffused,  or  productions  of  great 
value  of  one  nation  promptly  translated  into  the 
languages  of  other  leading  nations.  By  readjustment 
of  the  postal  union  service,  books  and  other  publi- 
cations may  pass  readily  and  at  small  cost  from 
one  point  to  another.  Thus  libraries  may  serve 

1  The  Autobiography  of  Henry  M.  Stanley,  p.  245,  Boston  and 
New  York,  1909. 

73 


WORLD    EDUCATION 

larger  areas  or  districts;  the  world  library  or  uni- 
versal library  may  be  developed  whereby  the  libraries 
of  the  world  shall  yield  a  maximum  of  benefit  to 
mankind  and  shall  bring  the  reader  and  student  in 
any  part  of  the  world  within  reach  of  the  library 
wealth  of  civilization. 

The  work  of  education  of  the  different  govern- 
ments, conducted  within  their  respective  territories, 
and  noted  in  former  pages,  is  already  varied  and 
extensive.  Public  agitation  in  national  and  minor 
legislatures  is  steadily  working  out  important  re- 
sults. Besides  the  recognition  of  education  as  a 
national  as  well  as  a  local  interest  is  big  with 
promise  of  future  development.  The  former  United 
States  Commissioner  of  Education,  Hon.  William 
T.  Harris,  affirmed  that  the  great  need  of  the  nation 
was  educational  statesmen.  Such  leaders  in  legisla- 
tion discern  the  connection  between  right  education 
and  national  well-being,  and  provide  ways  and  means 
for  its  furtherance  and  improvement  and  safeguard 
it  against  perils  of  perversion.  Here  also  waits  the 
opportunity  for  international  statesmen.  How  the 
various  governments  may  join  in  a  world  campaign 
for  education  is  a  problem  to  be  undertaken  and 
worked  out  by  the  best  civic  wisdom  of  mankind. 
It  is  evident  that  every  argument  which  buttresses 
education  in  the  small  civic  unit,  state  and  nation 
is  applicable  to  the  larger  issues  of  the  education  of 
the  human  race.  The  tremendous  forces  for  good 
or  evil  which  lie  in  the  different  races  and  nations 
emphasize  the  pressing  nature  of  this  issue.  Ignor- 

74 


LINES    OF    APPROACH,    ILLUSTRATIONS 

ance  is  a  menace  to  the  peace  and  safety  of  the  world. 
Enlightenment  is  a  world  builder.  Education  ap- 
proaches a  world  policy. 

These  examples  of  individual  and  associated  volun- 
tary effort  for  education,  of  the  favorable  mechan- 
ism of  modern  society,  of  governmental  action,  point 
in  the  direction  that  has  been  advocated  in  the  fore- 
going discussion.  They  more  than  suggest,  they 
demonstrate  the  practicability  of  a  world  plan  and 
campaign  of  education.  Such^  examples  may  be  in- 
definitely multiplied.  A  world  movement  in  this 
direction  might  be  promptly  organized,  and  brought 
to  a  favorable  conclusion.  Mankind  may  thus 
speedily  enter  upon  the  possession  of  the  resultant 
benefits. 

These  benefits  are  numerous  and  inestimable. 
They  lead  to  the  wise  use  of  the  resources  and  wealth 
of  the  world  or  world  economics,  for,  as  intelligence 
is  essential  to  the  production  of  wealth,  it  is  also 
requisite  to  its  just  and  adequate  distribution.  Thus 
a  readjustment  of  national  and  world  finance  or  ex- 
penditures may  be  practicable.  A  policy  of  con- 
servation and  construction  may  supersede  a  policy 
of  waste  arising  from  ignorance,  selfishness,  and  the 
destructive  instinct. 

These  benefits  directly  affect  man  as  well  as  the 
material  wealth  and  resources  of  the  world.  Ignor- 
ance is  a  loss  and  peril  to  man  individually  and  col- 
lectively which  the  diffusion  of  education  lessens  or 
removes.  World  education  is  a  guarantee  of  national 
safety  and  the  union  of  liberty  and  order  in  all 

75 


WORLD    EDUCATION 

lands.  The  mediation  of  hostile  ideas  which  cause 
discord,  suspicion  and  war  becomes  more  practicable 
when  intelligence  is  widespread.  Competitive  armies, 
navies  and  armaments  are  replaced  by  better  means 
for  protection  and  justice.  A  nobler  world  policy  is 
adopted  which  aims  at  the  conservation  and  develop- 
ment of  mankind,  as  well  as  of  the  material  wealth 
of  the  world,  and  promotes  the  organization  of  the 
intelligence  of  the  race.  The  rivalry  of  nations 
changes  to  cooperation  and  friendship,  and  merges 
into  a  higher  unity.  The  two  great  ends  of  civilized 
life  are  advanced,  the  welfare  of  the  individual  and 
of  society,  and  both  go  forward,  if  not  to  their  best 
estate,  at  least  to  a  fairer  social  order. 


76 


CHAPTER    IX 
INTERNATIONAL  PLANS 

Durch  Anregung  eines  souverainen  Artzes  der  Weltglueckseligkeit 
kam  juengst  im  Haag  die  int.  Friedensconferenz  der  Staaten  zustande. 
Um  wie  vieles  leichter,  gefahrloser  und  erfolgverheissender  waere  die 
Einberufung  einer  int.  Weltculturconferenz,  wo  sieh  alle  Staaten 
durch  ihre  Vertreter  verpflichteten,  den  neuen  Posten  der  "Welt- 
cultur"  ihren  nationalen  Budgets  einzuverleiben. 

FRANZ  KEM^NY. 

THE  writer  ventures  to  suggest  several  plans  pro- 
motive    of   world    education,   whereby    existing 
agencies  and  opportunities  may  be  organized  in  an 
international  or  world  effort. 

KEMENY'S  WELTAKADEMIE 

Mr.  Franz  Kemeny  in  his  treatise  on  the  Welt- 
akademie  (Budapest,  1901)  advocates  the  idea  that 
the  federation  of  national  educational  organizations 
may  produce  a  world  federation  or  weltakademie, 
and  indicates  also  other  means  to  effect  a  world  edu- 
cational enterprise.  He  favors  such  a  world  organ- 
ization or  weltakademie,  with  headquarters  at  some 
suitable  centre  in  Europe,  as  the  Postal  Union  is 
located  at  Berne,  Switzerland,  and  the  International 
Institute  of  Agriculture  at  Rome,  Italy,  —  that  is, 
a  world  organization  with  local  centre  or  head- 
quarters. 

77 


WORLD    EDUCATION 

The  following  plans  rest  on  the  belief  that  the 
conditions  of  the  world,  on  account  of  the  present 
and  growing  facilities  of  intercommunication  and  the 
existence  of  many  great  city  centres,  are  such  that 
no  local  world  centre  is  necessary  or  desirable;  that 
there  are  now  many  movements  in  the  world  field 
which  may  be  organized  and  mutually  correlated, 
but  not  centralized,  and  that  future  world  conditions 
will  necessitate  readjustments  from  time  to  time,  all 
of  which  are  favorable  to  federation  rather  than 
centralization. 

(1)  INTERNATIONAL  EDUCATION  LEAGUE 

A  plan  for  an  international  educational  movement 
is  suggested  by  the  experience  of  a  voluntary  associa- 
tion which  has  for  some  years  conducted  an  educa- 
tional work  in  the  New  England  states.  Its  object 
has  been  to  promote  equal  educational  advantages 
for  all  New  England.  This  work  has  been  done  with 
the  recognition  of  the  idea  that  local  education,  as 
of  state  or  state  group,  is  merely  a  part  of  uni- 
versal or  world  education.  It  has  used  field  work, 
free  lectures,  loan  of  art  and  school  exhibits,  loan 
books,  publications,  quarterly  paper,  correspondence, 
interviews,  legislative  effort  and  cooperation  with 
other  bodies.  From  Boston  as  a  centre,  with  the 
cooperation  of  persons  in  New  England  and  other 
parts  of  the  United  States  and  Canada,  it  has  accom- 
plished some  important  results.  It  has  also  had  the 
cooperation  of  leading  educational  societies  of  the 

78 


INTERNATIONAL    PLANS 

United  States.  The  suggestion  of  its  experience  is 
that,  to  some  extent  and  with  suitable  modifications 
of  aim  and  work,  a  similar  plan  may  be  pursued  at 
great  centres  in  all  countries  by  locating  at  such 
centres  representatives  who  have  the  requisite  train- 
ing, ability  and  character  to  take  a  practical  part 
in  education,  to  enlist  cooperation  and  to  promote 
public  opinion  which  may  result  in  educational 
progress. 

In  carrying  out  a  plan  and  administration  no 
nation  should  have  undue  influence  or  prominence. 

The  following  centres  are  named: 

North  America 

Montreal  New  Orleans 

Boston  Denver 

New  York  San  Francisco 

Washington  Mexico 

Pittsburg  Havana 
Chicago 

South  America 

^Bogota  Rio  de  Janeiro 

<  Caracas  Buenos  Aires 

I  Georgetown 

[Quito 

fPernambuco  -^Lima 

[Bahia  iLa  Paz 

f  Monte  Video  J  Santiago 

[  Asuncion  \  Valparaiso 

79 


WORLD    EDUCATION 


Europe 


Glasgow 

Liverpool 

London 

Belfast 

Paris 

Marseilles 

Madrid 

Barcelona 

Lisbon 

("The  Hague 
[  Brussels 

( Christiana 
<  Stockholm 
I  Copenhagen 

Berlin 


J  Munich 
\  Geneva 

fRome 
\  Naples 

Vienna 
Budapest 

("  Bucharest 
<  Belgrade 
I  Sofia 

f  Constantinople 
\  Athens 

St.  Petersburg 

Moscow 

Warsaw 


Asia 


Irkutsk 

fTokio 

\  Yokohama 

Osaka 

Canton 

Peking 

Shanghai 

Bankok 

Calcutta 


Madras 
Bombay 

f  Kabul 
JKelat 

f  Tabriz 
\  Teheran 

f  Bagdad 
\  Damascus 


80 


INTERNATIONAL    PLANS 


Africa 


[Tunis 

Zanzibar 

•s  Algiers 

Tananarive 

I  Fez 

J  Johannesburg 

J  Cairo 

[Cape  Town 

\  Alexandria 

Boma 

Adis  Abbeba 

Monrovia 

Australia 

Sydney  f  Auckland 

Melbourne  \  Wellington 

(63  Stations) 

Estimated  Cost 
Each  station  — 

Salary  of  representative  (averaging)  ....     $2,000 
Incidental  expenses  (travel,  printing,  mail, 

clerical  hire) 1,000 


Total $3,000 

Sixty-three  stations  ($3,000  each,  average) $189,000 

Emergency  fund  .  . 10,000 

General  superintendent  and  office  expenses .  .     10,000 


Total $209,000 


81 


WORLD    EDUCATION 

General  Endowment 

The  total  expenditure  as  above  equals  an  endow- 
ment of  five  millions,  two  hundred  and  twenty-five 
thousand  dollars  ($5,225,000)  at  four  per  cent. 

Additional  Endowments,  Subscriptions  and  Fees 

Additional  endowments  may  be  secured  and  em- 
ployed as  seems  most  necessary  and  advantageous  in 
any  part  of  the  world.  The  administration  and 
council  may  be  international.  Part  of  income  may 
be  derived  from  subscriptions  and  fees. 

Incorporation 

A  form  of  incorporation,  adapted  from  that  of  a 
society  whose  aims  are  international  and  which  is 
incorporated  under  the  laws  of  Massachusetts  fol- 
lows as  a  suggestion  of  incorporation. 


COMMONWEALTH  OF  MASSACHUSETTS 
In  the  Year  One  Thousand  Nine  Hundred  and 


AN  ACT 

To    create    a    world    corporation    for    educational 
purposes. 

WHEREAS  a  number  of  individuals,  citizens  of 
the  United   States  were  on (day)    of 

82 


INTERNATIONAL    PLANS 

(month)  in  the  year  one  thousand  nine  hundred  and 

created  into  a  body  politic  and  corporate  by 

the  name,  style  and  title  of ; 

Therefore 

Be  it  enacted  by  the  Senate  and  House  of  Repre- 
sentatives in  General  Court  assembled,  and  by  the 
authority  of  the  same,  as  follows: 

Section  1.  The  single  object  of  the  corporation 
shall  be  the  diffusion  of  knowledge  throughout  the 
world. 

Section  2.  This  corporation  shall  meet  annually 

on (day)  of (month),  or  at  such  other 

date,  and  at  such  place,  as  it  may  appoint. 

Section  3.  At  each  annual  meeting,  the  said  cor- 
poration shall  have  power  to  elect  such  officers  as 
may  be  deemed  expedient  or  proper ;  and  define  their 
powers  and  duties ;  and  to  ordain,  establish,  and  put 
in  execution  all  such  by-laws,  ordinances  and  regula- 
tions for  the  government  of  the  said  corporation, 
and  for  the  regulation  and  conducting  of  the  business 
thereof,  as  may  be  deemed  needful  and  proper:  Pro- 
vided, That  said  by-laws,  ordinances  and  regulations 
are  not  repugnant  to  the  Constitution  of  the  United 
States,  nor  to  the  Constitution  and  Laws  of  this 
Commonwealth. 

Section  4.  Any  gifts,  grants,  devises,  or  bequests 
made,  or  that  may  hereafter  be  made,  to  the  said 
corporation,  shall  enure  to,  and  be  held  to  be  made 
and  belong  to,  the  said. ...;.., ;  Pro- 
vided, That  the  clear  yearly  value,  income,  interest, 
or  dividend  from  messuages,  lands,  tenements,  heridi- 

83 


WORLD    EDUCATION 

laments  and  stocks,  shall  not  exceed,  in  the  whole,  the 

sum  of dollars. 

f  Speaker  of  the  House 
1     of  Representatives 

-. ... ,;. ., .      Speaker  of  the  Senate 

Approved    on. .,..,..  (day)    of .......  (month),    one 

thousand,  nine  hundred  and. 

(signed)      


FEDERATION  or  NATIONAL  EDUCATION 
SOCIETIES 

An  international  conference  of  leaders  in  educa- 
tion, representing  national  education  societies,  and 
like  bodies,  and  of  leaders  in  affairs  may  be  called 
together.  Such  a  conference  may  devise  a  plan  for 
a  world  federation  of  national  education  societies. 

Such  a  federation  might  include  societies,  as  the 
National  Education  Association  of  the  United  States, 
the  British  Association  for  the  Advancement  of 
Science,  Deutcher  Lehrverein,  and  others.  Already 
the  National  Education  Association  of  the  United 
States  has  taken  some  measures  in  the  line  of  study 
of  the  international  issues  of  education. 

A  world  federation  of  this  kind  might  be  strength- 
ened by  funds  or  endowments  for  special  or  general 
educational  uses.  The  fact  that  some  national  asso- 
ciations, as  the  Ajnerican  Library  Association,  to 
which  Mr.  Andrew  Carnegie  has  given  $100,000,  and 
the  National  Education  Association  of  the  United 
States,  possess  large  funds  suggests  that  a  world 

84 


INTERNATIONAL    PLANS 

federation,  as  outlined,  might  receive  similar  and 
even  larger  support,  and  bear  an  important  part  in 
world  education. 

The  incorporation,  investment  and  administration 
questions  involved  in  such  a  federation  might  readily 
be  arranged. 

(3)  WORLD  FEDERATION  OF  UNIVERSITIES 

The  Association  Internationale  des  Academies, 
founded  in  1901,  may  be  the  basis  of  a  broader 
movement  to  secure  the  cooperation  of  the  higher 
institutions  in  all  countries  in  the  advancement  of 
world  education. 

The  institutions  of  each  country  may  be  organized 
in  a  national  federation.  The  several  national  feder- 
ations may  join  in  an  international  or  world  federa- 
tion. Such  federation  may  proceed  in  the  lines  of 
university  extension  as  conducted  in  some  leading 
countries,  the  Universite  Populaire  in  France,  and 
in  such  other  forms  of  education  as  may  advance  the 
education  of  the  world. 

(4)  FEDERATION  OP  INTERNATIONAL  ASSOCIATIONS 

Already  international  associations  exist  in  connec- 
tion with  particular  sciences,  special  forms  of  educa- 
tion, industries,  labor  and  other  widely  extended 
interests.  A  congress  of  international  congresses  is 
among  recent  suggestions  to  bring  together  and  to 
harmonize  the  objects  and  work  of  the  various  bodies 
in  the  world  field  and  to  promote  the  common  inter- 

85 


WORLD    EDUCATION 

ests  of  all.  This  approach  to  a  world  harmony  and 
cooperation  has  also  a  relation  to  world  education, 
and  may  benefit  society,  as  a  whole,  the  specialists 
as  well  as  the  body  of  society  engaged  in  industry 
and  labor. 


(5)  WORLD  UNIVERSITY   (RELIGIOUS,  INTER- 
DENOMINATIONAL) 

The  work  of  education  under  the  auspices  of  great 
religious  bodies,  as  leading  Protestant,  Roman  Cath- 
olic and  Greek  churches,  is  extensive.  There  is  a 
tendency  among  some  of  these  bodies  to  extend  and 
improve  the  educational  service  rendered  by  con- 
solidation or  cooperation  of  agencies  within  the 
limits  of  the  respective  churches  or  denominations. 
How  far  such  a  cooperative  idea  is  practicable  is 
not  as  yet  shown  by  actual  experience,  but  the  opinion 
is  widely  held  that  the  divisive  policy  too  often  prac- 
tised should  be  corrected.  Besides  denominations 
most  closely  connected  may  in  the  near  future  enter 
into  plans  of  cooperation.  Whether  such  plans  may 
be  adopted  by  religious  bodies  whose  differences  are 
greater,  as  Protestant  with  Roman  Catholic  or 
Greek  churches,  is  a  more  remote  issue.  Whether 
Christian  and  non-Christian  religious  bodies  may  on 
any  plan  join  in  associated  effort  in  any  areas  of 
education  is  perhaps  still  more  remote.  In  some 
cases  the  State  serves  as  a  uniting  influence  by  fur- 
nishing instruction  in  studies  desired  by  all  and 
leaving  other  studies  to  allied  schools  belonging  to 

86 


INTERNATIONAL    PLANS 

different  religious  bodies.  The  University  of 
Toronto,  Canada,  and  affiliated  colleges,  and  the 
proposed  union  university  in  China  have  suggestions 
in  their  plan  of  organization. 

A  world  federation  of  agencies  for  education  under 
religious  auspices  seems  to  be  in  process  of  formation 
with,  it  may  be  added,  certain  limitations  which  in 
our  day  may  be  inevitable. 

(6)  WOBXD  EDUCATION  FUND  OR  FOUNDATION 

To  the  student  of  educational  benefactions  the 
establishment  of  a  fund  of  $5,000,000,  $10,000,000, 
$50,000,000,  or  upwards,  does  not  seem  improbable ; 
a  fund  like  that  given  by  John  Macie  Smithson  for 
the  Smithsonian  Institution,  "  for  the  diffusion  of 
knowledge  among  men,"  or  the  Gilchrist  Educational 
Trust,  founded  by  Dr.  John  Borthwick  Gilchrist 
(1759-1841),  "for  the  advancement,  and  propaga- 
tion of  education  and  learning  in  every  part  of  the 
world,  as  far  as  circumstances  permit." 

Such  a  fund  or  foundation  may  be  the  benefaction 
of  a  single  donor  or  of  a  group  of  donors.  It  may 
be  incorporated,  invested  and  administered  by  a 
board  of  directors  on  a  plan  carefully  devised  by 
men  of  educational  experience  associated  with  men 
of  business  and  administrative  training.  Great  funds, 
more  limited  in  their  use,  have  been  given  by  men  of 
wealth  and  philanthropic  spirit;  besides  the  private 
fortunes  of  a  number  of  wealthy  men  have  now  be- 
come immense.  The  total  valuation  of  twelve  or  more 

87 


WORLD    EDUCATION 

of  the  smaller  states  of  the  United  States,  taken 
singly,  also  of  many  separate  cities,  is  much  less 
than  some  private  fortunes. 

The  great  capitalist,  and  a  group  of  world  capi- 
talists have  thus  the  resources  to  make  private 
wealth  directly  contributory  to  world  education. 

(7)  JOINT  FOUNDATION  FOR  INTERNATIONAL 
EDUCATION 

Such  a  foundation  may  utilize  special  funds  for 
educational  purposes  which  seem  to  donors  most 
useful  or  necessary.  Thus  Mr.  Andrew  Carnegie  has 
given  to  libraries;  Sir  William  Macdonald  to  agri- 
culture, domestic  science  and  related  interests;  Mr. 
John  D.  Rockefeller  to  higher  education  and  other 
specific  uses;  Mr.  Cecil  John  Rhodes  for  Anglo- 
Saxon  scholarships  at  Oxford  University.  Others 
may  promote  trades,  art,  music,  physical  education, 
moral  instruction,  or  other  educational  objects.  Such 
special  and  separate  funds  may  be  grouped  and  ad- 
ministered together  to  promote  economy  and  effi- 
ciency. Such  a  world  fund  may  be  a  joint  fund 
or  a  fund  of  funds. 

(8)   INTERMETROPOLITAN  EDUCATIONAL  ALLIANCE 

Certain  great  cities  of  the  United  States  and 
Europe  have  in  a  limited  way  exchanged  teachers. 
This  idea  may  be  carried  further  and  developed  in 
many  profitable  lines,  as  lectures,  school  exhibits, 

88 


INTERNATIONAL    PLANS 

portable  museums,  pupil  exchange,  cooperation  for 
municipal  improvement  and  other  cooperative  efforts. 

The  conferences  of  the  mayors  of  American  cities 
may  be  cited  as  a  suggestive  fact  in  connection  with 
municipal  interests,  including  education. 

The  great  cities  of  the  world,  that  is,  cities  of 
500,000  and  above,  by  a  system  of  interchange  of 
services  and  cooperation  may  benefit  both  themselves 
and  the  areas  of  which  they  are  the  centres,  for 
what  is  termed  the  sphere  of  influence  of  a  city 
of  the  first  rank  extends  until  it  meets  the  territory 
outlying  another  such  city. 

An  intermetropolitan  alliance,  properly  arranged 
and  safeguarded,  may  be  an  important  factor  in 
world  education. 

(9)  INTERNATIONAL  UNION  FOB,  EDUCATION 
(  GOVERNMENTAL  ) 

This  approach  to  world  education  may  be  stated 
in  the  form  of  a  petition  and  bill  addressed  to  a 
national  legislative  body.  We  select  that  of  the 
United  States  of  America,  but  the  initiative  may  be 
taken  by  the  national  legislative  body  of  any  country. 

PETITION 

To  the  Senate  and  House  of  Representatives  of  the 
United  States  of  America :  — 

We,  the  undersigned,  citizens  of  the  United  States, 
do  hereby  respectfully  submit  to  your  honorable  body 
the  following  petition  and  bill. 

89 


WORLD    EDUCATION 

The  development  of  popular  education  under  gov- 
ernmental auspices  during  the  past  few  decades  has 
been  noteworthy.  The  right  education  of  the  people 
is  now  regarded  as  a  fundamental  interest  of  the 
nation.  Self-government  under  a  democracy  or  con- 
stitutional government  must  rest  on  widely  diffused 
popular  intelligence.  Ignorance  in  any  nation  also  is 
a  loss  or  menace  to  all  nations.  Popular  intelligence 
has  an  intimate  relation  also  to  the  productive  power 
and  efficiency  of  the  individual,  nation  and  race. 

It  is  noteworthy  also  that  popular  education  is 
not  characteristic  of  any  single  nation,  but  common 
to  many  nations.  The  great  interests  which  edu- 
cation conserves,  imparts  and  transmits  are  /not 
the  exclusive  possession  of  any  nation,  but  belong 
to  the  world  intelligence.  Thus  science,  invention, 
mechanics,  trades,  professions,  commerce,  literature, 
art,  music,  government  are  international  in  their 
origin  and  development.  The  perils  of  modern  na- 
tions which  are  closely  bound  together  by  the  world 
system  of  intercommunication  are  international,  and 
affect  all  nations.  Like  the  ocean,  the  migration  of 
birds,  the  insect  pests,  the  spread  of  epidemics,  they; 
are  continental  and  worldwide.  The  tremendous  is- 
sues of  war  and  peace  which  burden  all  nations  can 
be  met  only  by  the  organization  of  the  intelli- 
gence of  the  world,  for  thus  the  mediation  of  hostile 
ideas  which  produce  war  panics  and  actual  war  and 
international  and  interracial  disturbances,  is  made 
possible. 

The  United  States  is  indebted  to  all  nations  be- 
90 


INTERNATIONAL    PLANS 

cause  the  ideas  which  underlie  the  nation  are  derived 
from  world  experience,  and  its  population  has  been 
drawn  and  increased  from  all  nations.  Its  great 
cities  are  international;  thus  New  York  City  has 
37  per  cent  foreign  born;  Philadelphia,  22.8  per 
cent;  Chicago,  34.5  per  cent.1 

For  such  national  legislation  as  is  contained  in 
the  bill  accompanying  this  petition  precedents  are 
furnished  by  the  action  of  the  United  States  in  con- 
nection with  the  Court  of  Arbitration  at  the  Hague 
on  the  initiative  of  Russia;  the  International  Insti- 
tute of  Agriculture  on  the  initiative  of  Italy;  the 
Postal  Union  on  the  initiative  of  the  United  States. 

We,  therefore,  petition  your  honorable  body  to 
recognize  and  provide  for  these  world  conditions, 
affecting  this  and  all  other  nations,  by  due  con- 
sideration and  action  in  accordance  with  the  follow- 
ing bill. 

A   BILL 

To  create  an  international  board  of  education  and  a 
fund  for  international  or  world  education. 

Be  it  enacted  by  the  Senate  and  House  of  Repre- 
sentatives of  the  United  States  of  America  in  Con- 
gress assembled,  that  an  annual  fund  is  hereby 
created  as  below  described  and  equal  in  amount  to 
one-tenth  of  the  appropriation  for  army  and  navy 
for  1910,  to  be  devoted  to  the  following  object,  viz.: 
international  education  or  the  education  of  the  world. 

SECTION  2.    Said  education  shall  be  conducted  by 

1  Census,  1900. 
91 


WORLD    EDUCATION 

an  international  board  of  education,  to  consist  of  the 
chief  educational  officer  of  each  nation  and  one  other 
person  appointed  by  the  national  legislative  body,  as 
congress,  parliament,  reichstag,  corps  legislatif, 
douma,  or  by  whatever  other  name  denominated. 

SECTION  3.  Said  education  shall  proceed  along 
the  lines  of  the  removal  of  illiteracy,  industrial  train- 
ing, the  applications  of  science  and  mechanics,  in- 
struction in  civic  duty,  and  such  other  lines  tending 
to  the  improvement  of  society  as  the  international 
board  of  education  may  determine  and  as  may  accord 
with  the  needs  of  each  nation:  Provided,  other  na- 
tion or  nations  join  in  the  effort  above-named  by  a 
similar  appropriation,  that  is,  one-tenth  of  the  army 
and  navy  appropriation  for  1910  of  the  other  nation 
or  nations  respectively. 

SECTION  4.  In  determining  policy  the  represent- 
atives of  each  cooperating  nation  shall  have  a  vote 
or  votes  equal  to  its  rank  in  population  and  its  rank 
in  contribution  to  the  fund,  divided  by  two;  thus  a 
nation  ranking  eight  in  population  and  giving  eight 
times  as  much  as  the  unit  contribution  shall  have 
eight  votes.  The  population  unit  shall  be  ten  mil- 
lions, the  contribution  unit  one  million  dollars.  Any 
nation,  however,  ranking  in  population  unit  and  con- 
tribution unit  less  than  the  above-named,  shall  be 
entitled  to  one  vote,  and  each  nation  shall  have  veto 
power  within  its  own  territory. 

SECTION  5.  The  appropriation  of  the  United 
States  shall  continue  for  ten  years,  beginning  with 
January  1,  1914. 

92 


INTERNATIONAL   PLANS 

SECTION  6.  Annual  reports  and  plans  of  opera- 
tion shall  be  submitted  to  the  national  legislative 
assembly  of  each  cooperating  nation. 

SECTION  7.  This  act  shall  take  effect  on  its  pas- 
sage, at  which  time  in  so  far  that  the  President  of 
the  United  States  is  requested  to  communicate  at 
once  with  all  other  nations  inviting  them  to  join 
in  an  effort  for  world  education  as  provided  for  in 
this  act,  to  effect  preliminary  arrangements  and  to 
begin  the  work  proposed  on  January  1,  1914. 

SECTION  8.  That  a  sum  not  to  exceed  $50,000  be 
appropriated,  to  be  expended  subject  to  the  approval 
of  the  President  of  the  United  States,  for  the  ex- 
penses incident  to  the  preliminary  arrangements. 

(10)  THE  WORLD  TRAVEL  UNIVERSITY 

A  joint  policy  of  all  railroad  and  steamship  cor- 
porations may  be  conducted  on  lines  already  pursued 
to  some  extent  in  different  parts  of  the  world.  Thus 
libraries,  agriculture,  forestry,  movable  schools,  ex- 
positions, lecturers,  excursions,  and  other  features  of 
special  and  popular  education  are  now  promoted  by 
a  number  of  transportation  corporations. 

The  further  development  of  such  work  is  full  of 
promise,  and  such  corporations  may  prove  one  of 
the  most  effective  agents  or  allies  of  world  education. 

(11)  INTERNATIONAL  CORRESPONDENCE  SCHOOLS 

The  growth  of  the  postal  system,  including  the 
Postal  Union,  of  transportation  facilities  by;  land 

93 


WORLD    EDUCATION 

and  water,  and  of  other  means  of  intercommunication, 
including  the  printed  page,  make  it  possible  to  reach 
any  person  in  any  part  of  the  habitable  globe. 

The  correspondence  school  with  its  well-known  ad- 
juncts has  passed  the  tentative  stages,  and  is  recog- 
nized as  a  useful  and  effective  educational  agent. 

Already  such  schools  with  many  students  enrolled 
are  in  existence  and  some  universities  of  high  rank 
use  this  kind  of  service  in  addition  to  their  localized 
resources. 

An  international  correspondence  school  may  be 
planned,  endowed,  and  wisely  conducted,  and  may 
become  a  factor  in  world  education. 

(12)  WORLD  LIBRARY  AND  MUSEUM 

The  world  library  and  museum  may  be  created 
by  the  federation  and  cooperation  of  existing  insti- 
tutions. This  idea  is  familiar  and  requires  no  en- 
largement here. 

A  general  criticism  on  libraries  is  to  the  effect 
that  library  policy  is  too  local  and  divisive,  that 
on  this  account  it  fails  of  possible  usefulness  and 
economy.  A  cooperative  or  federative  policy  is  in 
demand. 

The  object  of  the  world  library  is  to  bring  the 
reader  in  any  part  of  the  world  in  contact  with  the 
library  wealth  of  the  world. 

The  library  experience  already  accumulated  makes 
it  possible  with  no  great  difficulty  to  work  out  a  world 
library  scheme  or  plan. 

94 


CHAPTER    X 

STATISTICS 

(a)  World  Educational  Statistics. 

(6)  International  Societies,  Congresses,  etc. 

(c)  Cities  of  250yOOO  population  and  above. 


(a)   World  Educational  Statistics 


1  3 

5 


(1) 
Illiteracy 
per  cent 
of  popu- 
lation 

(2) 
Per  cent 
of  popu- 
lation in 
schools 

(3) 
Erpendi 
ture  per 
capita 
of  popu- 
lation 
for 
schools 

.(4) 
Square 

miles  to 
each 
post 
office 

(5) 
Popula- 
tion to 
each 
post 
office 

J» 

News- 
papers 

NORTH  AMERICA 
Canada         .... 

19  17 

$368 

3753 

526 

1,408 

Costa  Rica  .... 
Cuba     

.... 

8.54 
9.57 

298.6 

3,286 

2  72 

Honduras     .... 

348 

Mexico  ...... 

60.00 

48 

.23 

467 

7,690 

459 

Nicaragua    .... 

2.93 

3  96 

Porto  Rico       .   . 

11  02 

Salvador  

205 

United  States  *    .    . 
SOUTH  AMERICA 
Argentina     .... 
Bolivia      

11.80 
50.50 

19.62 

9.6 
25 

3.90 

2.45 
.14 

56.3 

833.2 
24025 

887 

3,005 
8,563 

22,730 
189 

Brazil    

2.1 

Chile 

6  0 

65 

474  2 

5778 

Colombia         ... 

37 

.22 

Equador   ..... 

5.5 

6.5 

Peru 

2  3 

08 

20584 

9  144 

Uruguay          .   . 

4646 

71 

.76 

1130 

1  375 

Venezuela     .... 

1.5 

.21 

1  Compiled  from  U.  S.  Commissioner  of  Education  Report,  1908,  vol.  2,  pp. 
1016-1021  and  1899-1900,  p.  785;  Report  of  Superintendent  of  Foreign  Mails, 
Washington,  1899;  Statesman's  Year  Book,  London,  1910. 

*  Illiteracy  in  United  States  ranged  from  2.3  in  Nebraska  to  38.5  in  Louisiana. 

*  Statistics  have  been  gathered  with  care  but  world  statistics  are  incomplete. 

95 


WORLD    EDUCATION 


World  Educational  Statistics  (continued) 


(1) 
Illiteracy 
per  cent 
of  popu- 
lation 

(2) 
Per  cent 
of  popu- 
lation in 
schools 

(3) 
Expendi- 
ture per 
capita  of 
popula- 
tion for 
schools 

(4) 
Sauare 
miles  to 
each 
post 
office 

(5) 
Popula- 
tion to 
each 
post 
office 

(«) 

News- 
papers 

EUROPE 
Austro-Hungary  .   . 
Belgium    

25.95 
12.80 

15.2 
12.2 

.44 
1.08 

25.4 
12.7 

4,257 
7,876 

956 

Bulgaria    

9.9 

19.2 

1,605 

054 

IS  0 

18.7 

2  681 

France 

4  90 

14  2 

1  06 

66.5 

4  320 

6,681 

Germany  *  .   .    .   . 
Great  Britain  and 
Ireland  .   .       . 

0.11 

8.79 

17.0 
16.5 

2.05 
2.15 

6.0 
5.7 

1,521 
1,883 

8,049 
9,500 

Greece  

80.00 

8.7 

67.8 

6,723 

ISO 

Italy  

39.30 

8.1 

.39 

14.4 

4,096 

Netherlands     .    .    . 
Norway    

4.00 
0.11 

15.0 
15.8 

1.80 
1.22 

9.8 
60.2 

3,876 
1,035 

980 

Portugal 

79  00 

4  4 

14.8 

2110 

Roumania    .... 
Russia  .... 

89.00 
61  70 

8.3 
37 

.... 

20.3 
922.3 

1,766 
13753 

1,000 

Finland 

1.60 

11.8 

328 

Servia   

8600 

4.5 

.28 

12.1 

Spain 

68.10 

10.3 

.27 

76.5 

5,991 

1,000 

Sweden     

0.11 

14.2 

1.41 

70.4 

2,082 

Switzerland  .... 
ASIA 
British  India   .   .   . 
China    .... 

0.30 

18.6 
2.92 

8.28 
.032 

4.6 
135.5 

848 
24,959 

1,005 

1,540 
200 

Japan    

11.2 

.27 

39.5 

11,817 

2,800 

The  Philippines  .   . 

7.5 

AFRICA 
Cape  of  Good  Hope 
Egypt    . 

94  2 

7.4 
0094 

.84 

294.0 
2678 

2,116 
12962 



Natal    .   . 

138 

1.95 

Orange  River  Colony 

12.4  « 

Transvaal     .... 

12.3  8 

AUSTRALASIA 
New  South  Wales  . 
New  Zealand   .    .   . 
Queensland 

.... 

15.3 
15.9 

188 

2.75 
3.71 
3.04 

151.6 
68.3 

647 
505 

.... 

South  Australia       . 

15.0 

2.01 

Tasmania     .... 

13.1 

1.63 

Victoria    

16.0 

2.18 

55.5 

740 

West  Australia 

163 

3  43 

1  Many  German  states  have  DO  illiteracy. 

96 


*  Whites  only. 


STATISTICS 
Institutions  of  Higher  Learning  *,  2 


Country 

Uni- 
ver- 
sity 

Poly- 
tech- 
nica 

Others 

Country 

Uni- 
ver- 
sity 

Poly- 
tech- 
nica 

Others 

Argentina.    . 
Australia  .   . 
Austria     .   . 
Belgium    .    . 
Brazil    .    .    . 
Bulgaria   .    . 
Canada     .    . 
Cape  Colony 
Chile     .    .    . 
China    .    .    . 
Cuba     .    .    . 
Denmark  .    . 
Ecuador    .    . 
Egypt   .    .    . 
England    .    . 
France  .    .    . 
Germany  .    . 
Greece  .    .    . 
Hungary  .    . 
India     .    .    . 
Ireland      .    . 
Italy      .    .    . 

3 
5 
8 
4 

1 
8 
1 
1 

1 
1 

10 
20 
22 
1 
3 
5 
2 
21 

7 
3 

2 

2 

1 

7 
11 

1 
1 

1 

3 

16 
10 
10 

5 
1 
1 
1 

5 
1 
4 

51 
42 
3 
18 
88 
6 
26 

Japan 

2 

5 
1 

1 

1 
1 
1 
2 
9 
4 
1 
1 
10 
4 
1 
6 

1 

1 

2 

13 
1 

1 

2 
1 

1 

2 

5 

3 
30 
14 

2 
8 
6 
1 
5 
1 

Mexico  

Netherlands  .  . 
Norway  .... 
Palestine  .... 
Paraguay  .... 
Persia 

Peru  .  .  . 

Porto  Rico  .  .  . 
Philippine  Islands 
Portugal  .... 
Roumania.  .  .  . 
Russia  

Scotland  .... 
Servia 

Siberia  .... 

Spain  

Sweden  

Syria 

Switzerland  .  .  . 
Turkey  
Uruguay  .... 

United  States  has  573  universities,  colleges  and  technological  schools 
178  normal  schools  for  teachers 
558  professional  schools 

1  From  U.  S.  Com.  of  Education  Report,  1908. 

*  The  statistics  may  give  a  general  impression  as  to  the  work  of  higher 
education,  but  it  must  be  borne  in  mind  that  in  the  United  States  the 
distinction  between  college  and  university  is  not  definite;  also,  that  a  univer- 
sity in  the  European  sense  may  embrace  a  large  group  of  institutions.  It  is 
difficult  to  classify  higher  institutions  of  education  on  account  of  the  varying 
standards  in  different  countries. 


(b)  International  Societies,  Congresses,  etc.     {Part 
List) 

Amerika  Institut,  Berlin,  1911. 

International  Aeronautical  Exposition,  Frankfort-on-Main,  1909. 

International  Agricultural  Congress,  Budapest,  1896. 

97 


WORLD    EDUCATION 

International  Archaeological  Congress,  2d,  Cairo,  1909. 
International  Association  of  Academies,  4th,  Rome,  1910. 
International  Association  for  the  Advancement  of  Science,  Arts  and 

Education,  1900. 

International  Botanical  Congress,  Geneva,  1892. 
International  Catalogue  of  Scientific  Literature,   Central  Bureau, 

London. 
International  Commission  on  the  Teaching  of  Mathematics,  Rome, 

1908. 

International  Conference  on  Elementary  Education,  2d,  Paris,  1910. 
International  Congress  on  Administrative  Science,  1910. 
International  Congress  for  the  Advancement  of  Drawing  and  Art 

Teaching,  3d,  London,  1908. 
International  Congress  on  Aerial  Law. 
International  Congress  against  Alcohol. 
International  Congress  of  Americanists,  16th,  Venice,  1908. 
International  Congress  of  Applied  Chemistry,  7th,  London,  1908. 
International  Congress  of  Architects,  9th,  Rome,  1911. 
International  Congress  on  Child  Welfare,  Washington,  1908. 
International  Congress  on  Entomology,  Brussels,  1910. 
International  Congress  on  Esperanto,  6th,  Washington,  1910. 
International  Congress  on  Geodesy. 
International  Congress  of  Geologists,  8th,  1900. 
International  Congress  on  Higher  Technical  Education,  Brussels,  1910. 
International  Congress  on  the  History  of  Religions,  3d,  Oxford,  1909. 
International  Congress  on  Historical  Sciences,  Berlin,  1908. 
International  Congress  on  Household  Economy  and  Arts,  Fribourg, 

1908. 

International  Congress  on  Home  Education,  3d,  Brussels,  1910. 
International  Congress  on  Hygiene  and  Demography,  Berlin,  1908. 
International  Congress  of  Mathematicians,  4th,  Rome,  1908. 
International  Congress  for  Moral  Education,  London,  1908. 
International  Congress  of  Music,  Rome,  1911. 
International  Congress  of  Orientalists,  15th,  Copenhagen,  1908. 
International  Congress  on  Photography,  Dresden,  1909. 
International  Congress  on  Physical  Education,  Rome,  1911. 
International  Congress  on  Popular  Education,  Paris,  1908. 
International  Congress  of  Press  Associations,  15th,  Rome,  1911. 
International  Congress  for  Public  Relief  and  Private  Charity,  5th, 

Copenhagen,  1910. 
International  Congress  of  Public  Works  and  Buildings,  3d,  Rome, 

1911. 

International  Congress  of  Railway  Engineers,  8th,  Rome,  1911. 
International  Congress  on  School  Hygiene,  3d,  Basel. 
International  Congress  on  Stenography  and  Typewriting,  Rome,  1911. 

98 


STATISTICS 

International  Congress  on  Tuberculosis,  Washington,  1908. 

International  Fisheries  Congress,  Washington,  1908. 

International  Geographical  Congress,  Geneva,  1908. 

International  Industrial  Exposition,  Tokio,  1912. 

International  Institute  of  Agriculture,  Rome. 

International  Institute  of  Sociology,  Rome,  1911. 

International  Library  Conference,  2d,  London,  1897. 

International  Polar  Commission,  Brussels,  1908. 

International  Reform  Bureau,  Washington. 

International  Sanitary  Congress,  Venice,  1892. 

International  School  of  Peace,  Boston. 

International  Statistical  Institute,  1885. 

Loan  Exhibition  of  British  Art  in  Berlin  (Emperor  William's  50th 

Anniversary),  1908. 

Pan-American  Scientific  Congress,  1st,  Santiago,  1908. 
Universal  Peace  Congress,  18th,  Stockholm,  1910. 
Universal  Postal  Congress,  Washington,  1896. 
World's  Campaign  of  International  Associations,  Brussels,  1910. 

International  Educational  Projects 

(The  following  are  given  by  Mr.  Franz  Kemeny 
in  his  treatise,  "  Entwurf  einer  Internationalen 
Gesammt-Akademie :  Weltakademie,"  pp.  28-47, 
Budapest,  1901.) 

Grand  college  european  de  Richelieu,  (1642). 

Academic  Universelle  de  Colbert  (1666). 

Voltaire's  Palais  des  Sciences  (1739). 

Le  Licee  Francois  d'un  anonyme  (1772). 

"Die  deutscher  Gelehrtenrepublik"  von  Klopstock  (1773) . 

Das  "patriosche  Institut"  von  Herder  (1795). 

Un  nouveau  Port-Royal  de  M.  le  br.  de  Gerando  (1807). 

Int.  Stiftung  fur  int.  wissensch.  Bestrebungen  in  Stockholm  (1815). 

Int.  Intellecten-Congress  von  Ste.  Beuve. 

Smithsonian  Institution  for  the  increase  and  diffusion  of  knowledge 

among  men  (1846). 

Bibliotheque  Internationale  Universelle  (1869). 
Association  litteraire  et  artistique  Internationale  (Paris,  1878). 
William  Galingnani's  Stiftung  (1882). 
Das  "Institut  fur  hohere  Literatur"  von  Leo  Xm  (1886). 
Trianon  als  Schriftsteller-Asyl  (1886). 
Bureau  fiir  den  Schutz  des  liter,  und  Ktinstlerischen  Eigenthums 

(Berne,  1887). 

99 


WORLD    EDUCATION 

Literaturarchiv-Gesellschaft  in  Berlin. 

Bibliographisches  Bureau  in  Berlin  (1888) . 

Eine  "Anstalt  flir  grosse  Manner"  in  Passy  (1890). 

Bureau  international  de  la  Paix  (Berne,  1891). 

Ein  Ideal-Asyl  von  Berthold  Auerbach. 

Internationale  Correspondenz-Association  (1893),. 

Union  Intellectuelle  Internationale  par  H.  LaFontaine  (1894). 

Institut  International  de  Bibliographie  (1895). 

Societe  d'fitudes  Internationales  (Paris,  1895) . 

Correspondence  Internationale  (Paris,  1896). 

Eine-Universal-Academie  von  Dr.  Ludw.  Stein  (1897),. 

Phalanges  d'harmonie  intellectuelle  von  M.  E.  Potonie-Pierre  (1897). 

Internationale  Academic  von  L.  v.  Bar  (1897). 

Int.  Institut  ideal  de  M.  M.  F.  Gans  (1898). 

Le  Parlement  international  d'arbitrage  de  M.  A.  Trachsel  (1899). 

Association  int.  des  Academies  (1899) . 

Association  int.  pour  le  developpement  de  la  science,  des  arts  et  de 

1'education  (Paris,  1900). 
Instituts  Nobel  (Christiania,  1901). 


(c)   Cities  of  250,000  Population  and  Above 


City 


Census  Popula- 

year  tion 

Alexandria,  Egypt 1907  332,246 

Amsterdam,  Netherlands 1905  557,614 

Antwerp,  Belgium 1905  291,949 

Baltimore,  U.  S.  A 1910  558.483 

Bankok,  Siam est.  600,000 

Barcelona,  Spain 1900  533,090 

Belfast,  Ireland 1901  349,180 

Berlin,  Germany 1906  2,040,148 

Birmingham,  England 1901  522,182 

Bombay,  India 1901  776,006 

Bordeaux,  France 1906  251,917 

Bradford,  England 1901  279,809 

Breslau,  Germany 1905  470,904 

Bristol,  England 1901  339,042 

Brussels,  Belgium » 1905  612,401 

Bucharest,  Roumania 1900  276,178 

Budapest,  Hungary 1901  732,322 

Buenos  Aires,  Argentina 1909  1,246,532 

Buffalo,  U.  S.  A 1910  423,715 

1  With  Suburbs. 
100 


Boston,  U.  S.  A. 


1910 


670,585 


STATISTICS 

City 

Census 
year 

Popula- 
tion 

Cairo,  Egypt     

1907 

651,476 

Calcutta,  India  *  

1901 

1,026,987 

Canton,  China  

est. 

1,600,000 

Chicago,  U.  S.  A  

1909 

2,185,283 

Cincinnati,  U.  S.  A  

1910 

364,463 

Cleveland,  U.  S.  A  

1910 

560,663 

Cologne,  Germany  

1905 

428,722 

Constantinople,  Turkey  

est. 

1,125,000 

Copenhagen,  Denmark  l     

1901 

476,805 

Detroit,  U.  S.  A  

1910 

465,766 

Dresden,  Germany  

1905 

516,996 

Dublin,  Ireland    

1901 

290,638 

Dusseldorf,  Germany  

1905 

253,274 

Edinburgh,  Scotland    

1901 

316,479 

Frankfort-on-Main,  Germany   .... 

1905 

334,978 

Fuchau,  China     

1904 

624,000 

Glasgow,  Scotland   

1901 

735,906 

Haidarabad,  India  l  

1901 

448,466 

Hamburg,  Germany    

1906 

802,793 

Hangchau,  China     

1904 

300,000 

Hankau,  China     

1904 

870,000 

Hanover,  Germany  

1905 

250,024 

Havana,  Cuba  

1907 

297,159 

Hongkong,  China     

1901 

283,905 

Jersey  City,  U.  S.  A  

1910 

267,779 

Kiev,  Russia     

1897 

319,000 

Kioto,  Japan     

1903 

380,568 

Kobe,  Japan     

1908 

345,952 

Leeds,  England    

1901 

428,953 

1910 

585,743 

Lisbon,  Portugal  

1900 

356,009 

Liverpool,  England  

1901 

702,247 

1897 

351,570 

London,  England     

1901 

6,581,372 

Lucknow,  India    

1901 

264,049 

Lyons,  France  

1906 

472,114 

Madras,  India  

1901 

509,346 

1900 

539,835 

Manchester,  England  

1901 

606,751 

Marseilles,  France    

1906 

517,498 

Melbourne,  Australia  l    

1901 

496,079 

Mexico,  Mexico    

1900 

344,721 

1  With  Suburbs. 

101 

City 


\VORLD    EDUCATION 


Census 


Popula- 
tion 


Milan,  Italy 1901  491,460 

Milwaukee,  U.  S.  A 1910  373,857 

Minneapolis,  U.  S.  A 1910  301,408 

Montevideo,  Uruguay 1904  298,127 

Montreal,  Canada 1901  267,730 

Moscow,  Russia 1907  1,359,254 

Munich,  Germany .  1910  595,053 

Nagoya,  Japan 1903  288,639 

Naples,  Italy 1901  563,541 

Newark,  U.  S.  A 1910  347,469 

New  Orleans,  U.  S.  A 1910  339,075 

New  York,  U.  S.  A 1910  4,766,883 

Ningpo,  China 1904  260,000 

Nuremburg,  Germany 1910  332,539 

Odessa,  Russia 1900  449,673 

Osaka,  Japan 1908  1,117,151 

Palermo,  Italy 1901  309,694 

Paris,  France 1906  2,763,393 

Peking,  China est.  1,600,000 

Philadelphia,  U.  S.  A 1910  1,549,008 

Pittsburgh,  U.  S.  A 1910  533,905 

Riga,  Russia 1897  256,197 

Rio  de  Janeiro,  Brazil 1905  811,265 

Rome,  Italy 1901  462,783 

Rotterdam,  Netherlands 1905  370,390 

St.  Louis,  U.  S.  A 1910  687,029 

St.  Petersburg,  Russia 1905  1,678,000 

San  Francisco,  U.  S.  A 1910  416,912 

Santiago,  Chile 1904  334,538 

Sao  Paulo,  Brazil 1902  332,000 

Shanghai,  China est.  1,000,000 

Sheffield,  England 1901  409,070 

Stockholm,  Sweden 1907  337,460 

Suchau,  China 1904  500,000 

Sydney,  Australia 1901  481,830 

Teheran,  Persia est.  280,000 

Tokyo,  Japan 1909  2,168,151 

Tunis,  Tunis est.  250,000 

Turin,  Italy 1901  335,656 

Vienna,  Austria 1909  2,085,888 

Warsaw,  Russia 1901  756,426 

Washington,  U.  S.  A 1910  331,069 

Yokohama,  Japan 1903  326,035 


102 


CHAPTER    XI 

BIBLIOGRAPHY 

ABBREVIATIONS:  U.  S.  Com.  E.  R.  =  United  States  Commissioner  of 

Education  Report. 

S.  I.  R.  =  Smithsonian  Institution  Report. 
ADAMS,  H.  B.,  Educational  Extension  in  the  United  States,  U.  S. 

Com.  E.  R.,  Washington,  1909. 
AGRICULTURE,  INTERNATIONAL  CHAMBER  OF,  Proclamation  of  H.  M. 

Victor  Emanuel  III,  King  of  Italy,  with  documents,  Roma,  1905. 
ASSOCIATION  INTERNATIONALE  DES  ACADEMIES,  Premiere  assemblee 

generale  tenue  a  Paris,  1901. 
BALCH,  THOMAS,  International  Courts  of  Arbitration,  Philadelphia, 

1896. 
BEACH,  C.  F.  Jr.,  Educational  Reciprocity,  North  American  Review, 

Oct.,  1906. 
BLODGETT,  J.  H.,  Sunday  Schools  of  the  United  States,  U.  S.  Com.  E. 

R.,  1896-7,  Vol.  1,  pp.  349-425. 
BOARDMAN,  G.  D.,  Disarmament  of  Nations  or  Mankind  One  Body, 

Philadelphia,  1898. 
BRACE,  C.  L.,  Gesta  Christi,  a  History  of  Humane  Progress,  N.  Y., 

1893. 

BRIDGMAN,  R.  L.,  World   Organization,  Boston,  1905. 
BRITISH  ACADEMY  OF  LEARNING,  Reprint  from  Quarterly  Review, 

The  Living  Age,  March  15,  1902,  Boston. 
BURRITT,  Elihu,  Life  of,  N.  Y.,  1879. 
CARNEGIE  INSTITUTION  OF  WASHINGTON,  Scope  and  Organization, 

Washington,  1909. 
CATHOLIC  DIRECTORY,  THE  OFFICIAL,  United  States  and  Canada, 

N.  Y.,  1910. 
CHURCH  (DENOMINATIONAL)  SCHOOLS  AND  COLLEGES  IN  THE  UNITED 

STATES,  U.  S.  Com.  E.  R.,  1904  and  1908. 

COWLES,  J.  L.,  A  General  Freight  and  Passenger  Post,  N.  Y.,  1898. 
DARBY,   W.  EVANS,   International  Tribunals,  The  Peace  Society, 

London. 

DRAPER,  A.  S.,  New  York  Colleges  and  the  State  System  of  Educa- 
tion, Albany,  N.  Y.,  1910. 

103 


WORLD    EDUCATION 

ENCYCLOPEDIA  BRITANNICA  (llth  edition)  articles:  Education,  Uni- 
versities, Brahmanism,  Buddhism,  Confucianism,  Mahomme- 
danism,  and  other  non-Christian  religions  for  their  educational 
work. 

FOCK,  A.,  The  Economic  Conquest  of  Africa  by  the  Railroads,  Wash- 
ington, 1905. 

FOREIGN  UNIVERSITIES  AND  OTHER  FOREIGN  INSTITUTIONS  OF 
HIGHER  EDUCATION,  U.  S.  Com.  E.  R.,  1908. 

FOSTER,  JOHN,  An  Essay  on  the  Evils  of  Popular  Ignorance,  London, 
1819. 

FRIEDENWALD,  HERBERT,  The  American  Jewish  Year  Book,  Phila- 
delphia, 1911. 

GIDDINGS,  F.  H.,  Democracy  and  Empire,  N.  Y.,  1900. 

OILMAN,  D.  C.,  University  Problems,  N.  Y.,  1898. 

HARRIS,  ISIDORE,  The  Jewish  Year  Book,  London,  1910. 

HARTSHORN,  W.  N.,  and  PENNIMAN,  G.  W.,  American  Negro  since  his 
Emancipation,  1863-1910,  Boston,  1910. 

HAZELL'S  ANNUAL  FOR  1911,  London,  1911. 

HUGO,  VICTOR,  Address  at  Paris  Peace  Congress,  1849. 

INTERNATIONAL  EDUCATIONAL  RELATIONS,  U.  S.  Com.  E.  R.,  Wash- 
ington, 1910. 

INTERNATIONAL  EXCHANGE,  REPORT  ON,  S.  I.  R.,  Washington,  1910. 

INTERNATIONAL  LAW  ASSOCIATION,  Annual  Reports,  London. 

INTERNATIONAL  PARLIAMENTARY  PEACE  UNION,  Conference,  Berne. 

INTERNATIONAL  PEACE  BUREAU,  Berne. 

KELTIE,  J.  SCOTT,  Statesman's  Year  Book,  London,  1910. 

KEM^NY,  FRANZ,  Entwurf  einer  internationalen  Gesammt-Akademie, 
Budapest,  1901. 

LEMONNIER,  CHARLES,  Les  etats-unis  d'Europe,  Paris,  1872. 

LOCKYER,  NORMAN,  On  Brain  Power  in  History,  Reprint,  Cambridge, 
Mass.,  1904. 

MINERVA,  Strasburg,  1908. 

MONROE,  W.  S.,  Bibliography  of  Education,  N.  Y.,  1897. 

MOSELY  EDUCATIONAL  COMMISSION  TO  THE  UNITED  STATES,  London, 
1904. 

NATIONAL  EDUCATION  ASSOCIATION,  Annual  Reports,  Winona,  Minn. 

NEWCOMB,  SIMON,  Evolution  of  the  Scientific  Investigator,  S.  I.  R., 
Washington,  1904. 

NEW  YORK  CENTRAL  RAILROAD,  and  other  railroad  publications,  on 
agriculture,  forestry,  school  trains,  etc. 

NOBEL  PRIZES,  U.  S.  Com.  E.  R.,  Washington,  1904. 

PAN-AMERICAN  UNIVERSITY  or  Bureau  of  Education,  Boston,  1908. 

READER'S  GUIDE  TO  PERIODICAL  LITERATURE  (under  international), 
Minneapolis,  Minn.,  1910. 

RIPLEY,  W.  Z.,  The  European  Population  of  the  United  States,  S.  I. 
R.,  Washington,  1909. 

104 


BIBLIOGRAPHY 

SCHUSTER,  ARTHUR,  International  Science,  S.  I.  R.,  Washington,  1907. 

SEDGWICK,  ADAM,  The  Relation  of  Science  to  Human  Life,  S.  I.  R., 
Washington,  1909. 

SMITHSONIAN  INSTITUTION,  Annual  Reports,  Washington. 

SOCIETY  FOR  THE  DIFFUSION  OF  USEFUL  KNOWLEDGE,  The  Penny 
Magazine,  London. 

STETSON,  W.  W.,  A  study  of  waste  and  kindred  evils  in  the  admin- 
istration of  our  public  schools,  Augusta,  Me.,  1907. 

TALLETRAND-PERIGORD,  Projet  de  Decrits  sur  1'Instruction  Publique 
a  Paris,  1791. 

TRUEBLOOD,  BENJAMIN,  The  Federation  of  the  World  (with  Bibliog- 
raphy) Boston,  1899. 

UNITED  STATES  COMMISSIONER  OF  EDUCATION,  Annual  Reports, 
Washington. 

UNIVERSAL  LIBRARY,  leaflet,  International  Education  Conference, 
Boston,  1904. 

UNIVERSAL  PEACE  CONGRESS,  Reports  1889-1897,  Berne. 

UNIVERSITY  OF  CHICAGO,  Correspondence  Study-Department,  Chi- 
cago, 1910. 

UNIVERSITY  OF  TORONTO,  Reports  on  Organization,  Toronto,  Canada. 

WALDEYER,  WILLIAM,  On  the  relations  between  the  United  States  and 
Germany,  especially  in  the  field  of  science,  S.  I.  R.,  Washington, 
1905. 

WORLD'S  MISSIONARY  CONFERENCE,  1910  (Vol.  Ill,  Education), 
Edinburg,  1910. 

WORLD  TOURS  of  leading  travel  agencies. 

YEAR  BOOKS  of  Baptist,  Congregational,  Episcopal,  Lutheran,  Meth- 
odist, Presbyterian  and  other  denominations  for  educational  in- 
stitutions and  missionary  societies  for  schools  abroad. 


105 


APPENDIX 

PART  I 

GERMAN  SYNOPSIS 

WELTERZIEHUNG 

Eine  Erorterung  der  giinstigen  Bedingungen  fur  eine 
Welterziehung  von  W.  Scott,  Sekretar  des  Erziehungs- 
Verbandes  von  New  England  (New  England  Educa- 
tional League)  und  der  Internationalen  Erziehungs- 
Konferenz  (International  Education  Conference). 

KAPITEL  I 
DER  CHARAKTER  DES  XIX.  JAHRHUNDERTS 

Das  eben  abgeschlossene  19.  Jahrhundert  hat  die 
Summe  der  Kenntnisse  vermehrt  und  neue  Wissen- 
schaften  geboren,  aber  sein  hervorstechender  Zug  ist 
eine  nach  alien  Richtungen  hin  sich  erstreckende  Tatig- 
keit.  Die  personliche  Freiheit  ist  gefordert  worden,  die 
Leibeigenschaft,  der  fremde  Sklavenhandel  und  die 
Sklaverei  sind  in  den  fiihrenden  Landern  abgeschafft. 
Der  Lauf  der  Freiheit  war  unaufhorlich  und  hat  dazu 
beigetragen,  die  soziale  Lage  zu  verbessern.  Unter  den 
bemerkenswerten  Tatsachen  des  Jahrhunderts  nennen 

107 


APPENDIX 

wir  den  Fortschritt  des  Handels,  die  Beforderungsmittel 
zu  Lande  und  zu  Wasser,  die  Erleichterung  des  gegen- 
seitigen  Verkehrs,  Veranderungen  in  der  Regierungs- 
f orm  und  grossere  nationale  Einheiten,  die  Entwicklung 
der  Presse,  die  Circulation  von  Biichern  und  periodischer 
Literatur,  die  Verbreitung  und  das  vergleichende  Stu- 
dium  der  Religion.  Der  offentliche  Unterricht  ist  in 
den  fiihrenden  Landern  zu  ungeheuren  Proportionen 
angewachsen;  die  Revolution  in  der  b'ffentlichen  Mei- 
nung  und  die  bessere  Erziehung  sind  ebenso  bemerkens- 
wert  wie  irgend  eine  andere  Bewegung  des  Jahrhunderts. 
Dies  sind  vielversprechende  Anzeichen  fiir  die  Zukunft 
der  Menschheit  und  eroffnen  eine  neue  Ara. 


KAPITEL  n 
DER  GEGENSTAND  DEB  DISCUSSION 

Die  moderne  Erziehungstendenz  wird  von  Talleyrand, 
dem  franzosischen  Minister  des  offentlichen  Unterrichts 
im  Jahre  1791  gut  ausgedriickt:  Wahrend  es  fiir  irgend 
einen  unmb'glich  ist,  alles  zu  lernen,  so  sollte  es  einem  in 
einer  gut  organisierten  Gesellschaft  moglich  sein,  irgend 
etwas  zu  lernen.  Das  Resultat  ist,  die  Sehule  im  wei- 
teren  Sinne  des  Wortes  lehrt  alles  und  jeden,  der  zu 
lernen  sucht,  innerhalb  der  Grenzen  seiner  natiirlichen 
Fahigkeiten.  Die  einfachste  Sehule  ist  eine  Sehule  uni- 
versaler  Gelehrsamkeit,  denn  die  sogenannten  drei  R's 
sind  typisch  und  symbolisch  fiir  alles  Wissen.  Die 
Sehule  und  die  Schiiler  sollen  nicht  auf  Ort,  Klasse, 
Nation,  oder  bevorzugte  Rasse  beschrankt  sein,  sondern 
die  gesamte  Menschheit  umfassen. 

108 


GERMAN    SYNOPSIS 
KAPITEL  IH 

HlNDEENISSE 

Die  herrschenden  Klassen  haben  tief  die  Erziehung 
beeinflusst.  Verschiedene  herrschende  Klassen  sind  in 
der  Geschichte  aufgetreten,  wie  die  der  Priester,  Sol- 
daten,  Gelehrten,  Kaufleute,  Schriftsteller  und  anderer. 
Diese  haben  die  Erziehung  gestaltet  und  ihr  Vorschriften 
gemacht.  Allmahlich  hat  sich  eine  grossere  und  um- 
fangreichere  soziale  Einheit  entwickelt,  und  die  Theorie 
der  Erziehung  wird  universaler.  Zu  den  Hindernissen 
der  Erziehung  gehorten  Rasse,  Klasse,  Geschlecht, 
Armut,  Ortlichkeit,  Tradition.  Diese  sind  durch  die 
Ausdehnung  der  Gelegenheiten  zur  Erziehung  und 
dureh  das  Streben  nach  einer  Schule  des  Volkes  oder 
der  modernen  Demokratie  bedeutend  modifiziert  oder 
vollig  beseitigt  worden. 

KAPITEL  IV 

DEB  FORTSCHBITT,   VOLUNTABISMUS 

Am  Anfang  des  19.  Jahrhunderts  sprechen  John 
Foster  in  England  und  andere  in  anderen  Landern  zu 
Gunsten  eines  elementaren  Unterrichts  fur  das  Volk 
oder  die  Masse  der  Gesellschaft.  Im  Laufe  des  Jahr- 
hunderts wird  Elementarunterricht  in  den  fiihrenden 
Landern  eingefuhrt,  und  in  vielen  Staaten  und  Landern 
steht  alien  ausserdem  sekundarer  und  hoherer  Unter- 
richt  offen.  Freiwillige  Bemiihungen  seitens  hervorra- 
gender  Personlichkeiten,  wie  Peter  Cooper,  Ezra  Cor- 
nell, George  Peabody,  John  D.  Rockefeller,  John  Macie 

109 


APPENDIX 

Smithson,  Mary  Lyon,  John  R.  Vincent,  Dwight  L. 
Moody  und  viele  andere,  in  den  Vereinigten  Staaten 
von  Amerika  und  zahlreiche  Philanthropen  in  anderen 
Landern  haben  zum  Fortschritt  der  Erziehung  beige- 
tragen;  die  erzieherische  Arbeit  religioser  Korperschaf- 
ten  ist  auch  ein  wichtiger  Faktor  gewesen;  grosse  erzieh- 
erische Organisationen,  wie  die  Nationale  Erziehung 
Assoziation  (National  Educational  Association)  in  den 
Vereinigten  Staaten,  die  Britische  Assoziation  (British 
Association  for  the  Advancement  of  Science),  und 
Korperschaften  in  anderen  Landern  haben  viel  getan, 
die  Erziehung  zu  heben.  Zahlreiche  andere  freiwillige 
oder  nicht  von  der  Regierung  abhangige  Krafte  haben 
Erziehung  auf  lokalen,  nationalen  und  internationalen 
Gebieten  gefordert. 

KAPITEL  V 

FORTSCHRITT,  REGIERUNG 

Die  Regierung  nimmt  einen  wichtigen  Platz  in  der 
Erziehung  ein.  Ihre  Arbeit  wird  besonders  unter  der 
modernen  Volksregierung  von  den  religiosen,  ethischen, 
sozialen  und  industriellen  Idealen  des  Volkes  beein- 
flusst.  Die  kleinste  politische  Einheit,  in  einigen 
Landern  Dorf  oder  Distrikt  genannt;  die  Stadt,  be- 
sonders Stadte  ersten  Ranges  mit  einer  Bevolkerung 
von  einer  halben  Million  oder  mehr,  der  Staat  und  die 
Nation  nehmen  einen  Anteil  an  der  Erziehung.  Der 
tJbergang  von  nationaler  zu  internationaler  Arbeit  fur 
Erziehung  ist  kein  langer  oder  schwieriger  Prozess. 
Solche  Arbeit  ist  schon  unter  verschiedenen  indirekten 

110 


GERMAN    SYNOPSIS 

Formen  und  durch  Internationale  Kooperation  begon- 
nen.  Die  weitere  Entwicklung  solcher  Arbeit  seitens 
der  Regierung  in  der  Zukunft  erscheint  unvermeidlich 
und  weist  auf  Welterziehung  bin. 

KAPITEL  VI 

GRUNDE  FUR  FORDERUNG  DER  ERZIEHUNG  DURCH  DIE 
REGIERUNG 

Die  wicbtigsten  Griinde  fur  die  Teilnahme  der  Regie- 
rung  an  der  Erziehung  sind  (a)  die  Polizeitheorie,  nacb 
der  die  Regierung  eingesetzt  ist,  um  Person  und  Eigen- 
tum  zu  schiitzen.  Ein  weises  System  einer  Universal- 
erziehung  gibt  Schutz,  weil  sie  die  Volksintelligenz 
hebt,  die  die  Grundlage  der  Regierung  ist.  (b)  Der  kon- 
struktive  politische  Korper.  Die  Biirger  miissen  erzogen 
werden,  damit  jener  seine  Aufgabe,  die  burgerliche 
Gesellschaft  zu  erhalten  und  zu  verbessern,  erfiillen 
kann.  (c)  Die  volkswirtschaftliche  Idee.  Erziehung 
vermehrt  die  Erwerbsquellen  und  den  Wert  jedes 
Btirgers.  (d)  Die  Korporationsidee.  Die  Gesellschaft, 
wenn  gut  organisiert,  ist  eine  dauernde  Organisation 
und  muss  sich  durch  geeignete  Erziehung  jedes  ihrer 
Mitglieder  schiitzen.  Das  ist  die  Pflicht  des  ganzen 
Gesellschaftskorpers.  Erziehung  ist  nicht  eine  Wohltat 
des  Reichtums,  noch  eine  Notwendigkeit  der  Armen, 
weder  ein  Erfordernis  einer  sozialen,  industriellen  oder 
einer  anderen  Klasse,  sondern  eine  Angelegenheit  des 
Staates  als  einer  dauernden  Korporation  oder  eines 
dauernden  Gemeinwesens. 


Ill 


APPENDIX 

KAPITEL  VII 

UMSTANDE 


Zu  den  gUnstigen  Umstanden  einer  Welterziehung 
gehoren  die  erf  olgreiche  Erf  ahrung  grosser  Gemeinwesen 
und  Nationen  in  Erziehung;  die  materiellen  Merkmale 
der  zivilisierten  Welt  —  das  ist  der  "Tag  der  Wege": 
die  gewohnliche  Strasse,  die  Dampf-  und  die  elek- 
trischen  Bahnen,  die  Dampf  erlinien;  die  Erleichterungen 
des  gegenseitigen  Verkehrs,  wodurch  die  ganze  Welt 
mit  jedem  ihrer  Teile  in  Beriihrung  ist;  die  grosseren 
Verwaltungseinheiten  der  offentlichen  Angelegenheiten, 
die  in  einigen  Fallen  jetzt  iiber  die  nationalen  Grenzen 
hinausgehen  und  sich  auf  die  ganze  Erde  erstrecken. 
Die  friiher  bemerkten  volkswirtschaftlichen,  korpora- 
tiven,  konstruktiven,  etc.  Tendenzen  zielen  auch  auf 
Welterziehung.  Alle  Griinde,  die  die  lokale  und  nation- 
ale  Erziehung  stiitzen,  gelten  auch  fiir  die  Erziehung 
der  ganzen  Rasse. 

KAPITEL  VIII 

ANNAHERUNGEN,  BEISPIELE 

Dieses  Kapitel  will  die  wirksame  Natur  der  friiher 
erorterten  Krafte  zeigen,  die  lokale,  staatliche,  nationale 
und  Internationale  Erziehung  oder  die  Erziehung  der 
Menschheit  heben,  und  eine  Welteinheit  in  der  Erzie- 
hung bewerkstelligen.  An  vielen  Beispielen  wird  per- 
sSnlicher  Einfluss  in  dem  kleinen  Dorfe  oder  Distrikte 
gezeigt;  hi  einer  Stadt,  an  den  Schenkungen,  die  Herr 

112 


GERMAN    SYNOPSIS 

Andrew  Carnegie,  Pittsburg,  Pa.  gemacht;  auf  einem 
grosseren  Gebiete  an  der  Macdonald-Bewegung  in 
Canada,  die  auf  den  Schenkungen  Sir  William  Macdon- 
alds  beruht;  and  den  Gaben  des  Herrn  John  D.  Rocke- 
feller, der  die  allgemeine  Erziehungs-Kommission  (Gen- 
eral Education  Board)  einsetzte;  an  der  Rhodes-Stiftung 
die  von  Cecil  John  Rhodes  zur  Erziehung  angelsach- 
sischer  junger  Manner  auf  der  Universitat  Oxford 
gegriindet  worden  ist;  an  der  Schenkung  des  Herrn 
Alfred  Bernhard  Nobel  f iir  philanthropische  und  erzieh- 
erische  Zwecke,  bei  deren  Verteilung  alle  Nationali- 
taten  und  beide  Geschlechter  berlicksichtigt  werden. 
Man  muss  aus  dem  Studium  der  Sphare  des  individuel- 
len  Einflusses  f olgern,  dass  hervorragende  Philanthropen 
ein  wichtiges  Element  in  der  Welterziehung  sind. 
Freiwillige  Gruppen  von  Personen,  wie  Verbande,  Ver- 
einigungen  von  Fiihrern  in  der  Erziehung  und  anderer 
sind  gleichfalls  vielversprechende  Faktoren.  Das 
Erziehungswerk  der  fiihrenden  Nationen,  das  bereits 
das  internationale  oder  Weltgebiet  in  Angriff  nimmt 
und  in  seiner  Ausdehnung  unbegrenzt  ist,  hat  einen 
grossen  und  wachsenden  Anteil  an  der  Erziehung  iiber 
die  ganze  Welt.  Weltwirtschaftslehre,  die  Erhaltung 
der  Menschheit  und  der  materiellen  Hilfsquellen  ge- 
horen  zu  den  Frtichten  universaler  Erziehung.  Welt- 
erziehung verbiirgt  die  Sicherheit  der  Nationen  und 
die  Vereinigung  von  Freiheit  und  Ordnung.  Feindliche 
Ideen,  die  Verdacht,  Streit  und  Krieg  verursachen, 
lassen  sich  vermitteln,  wo  Intelligenz  verbreitet  ist. 
Die  Organisation  der  Intelligenz  der  Menschheit  kann 
nationale  Rivaltitat  in  Kooperation  und  Freundschaft 

113 


APPENDIX 

umwandeln  und  so  zu  einer  vollkommenen  socialen 
Ordnung  ftihren,  in  der  die  beiden  grossen  Ziele  der 
Civilisation:  das  Wohlergehen  des  Individuums  und  der 
Gesellschaft  naher  gebracht  sind. 

KAPITEL  IX 

INTERNATIONALE  PLANE 

Verschiedene  Plane  werden  hier  dargelegt,  iiber  die 
wir  uns  nicht  eingehender  aussern  mogen,  wie  (1)  der 
Internationale  Erziehungs-Bund  (International  Edu- 
cation League);  (2)  die  Vereinigung  der  Nationalen 
Erziehungs-Gesellschaften  (Federation  of  National  Ed- 
ucation Societies),  (3)  der  Weltverband  der  Universi- 
taten;  (4)  der  Verband  Internationaler  Assoziationen; 
(5)  Weltuniversitat  (religios,  konf essionslos) ;  (6)  Welt- 
erziehungsfond  oder  Stiftung;  (7)  Vereinigte  Stiftung 
fiir  Internationale  Erziehung;  (8)  Hauptstadtische 
Erziehungsalliance  (Intel-metropolitan  Educational  Al- 
liance); (9)  Internationale  Vereinigung  fiir  Erziehung 
(unter  der  Regierung);  (10)  die  Weltreise-Universitat; 
(11)  Internationale  Korrespondenzschulen;  (12)  Welt- 
bibliothek  und  Museum. 

KAPITEL  X 

STATISTIC 

Dieser  Abschnitt  enthalt  (a)  Welterziehungsstatistik; 
(b)  Internationale  Gesellschaften,  Kongresse,  etc.;  (c) 
Stadte  von  250,000  Einwohnern  und  daniber. 


114 


GERMAN    SYNOPSIS 
KAPITEL  XI 

BlBLIOGRAPHIE 

Die  Bibliographic  enthalt  eine  Liste  von  gedrucktem 
Material,  das  sich  auf  viele  Seiten  des  Gegenstandes 
bezieht.  Die  Liste  konnte  bedeutend  vermehrt  werden. 


115 


PART  II 

FRENCH   SYNOPSIS 

L'EDUCATION  MONDIALE 

Discussion  des  conditions  f  avorables  a  une  campagne 
pour  1'education  raondiale,  par  M.  W.  Scott,  secretaire 
de  la  Ligue  de  TEducation  de  la  Nouvelle-Angleterre  et 
de  la  Conference  Internationale  de  1'Education. 

CHAPITRE  I 

TRAITS  CARACTERISTIQUES  DTT  XIX.  SIECLE 

Le  dix-neuvieme  siecle,  qui  vient  de  s'achever,  a 
ajoute  a  la  somme  des  connaissances  et  a  mis  au  jour 
des  sciences  nouvelles;  mais  ce  qui  le  distingue  le  plus, 
c'est  la  diffusion  de  son  energie.  La  liberte  personnelle 
s'est  accrue;  le  servage,  le  commerce  des  esclaves  et 
1'esclavage  ont  ete  abolis  dans  les  pays  les  plus  avances. 
La  marche  du  progres  a  ete  continuelle  et  s'est  dirigee 
vers  de  meilleurs  conditions  sociales.  Au  nombre  des 
f  aits  les  plus  remarquables  du  siecle  se  placent  le  progres 
du  commerce,  les  transports  par  terre  et  par  mer,  les 
facilites  des  communications,  les  changements  operes 
dans  le  gouvernement  et  la  formation  de  nationalites 
plus  grandes,  le  developpement  de  la  presse,  la  circula- 
tion des  publications  periodiques  et  des  livres,  la  propa- 

116 


FRENCH    SYNOPSIS 

gation  de  la  religion  et  de  son  etude  comparative.  La 
revolution  operee  dans  I'opinion  publique  et  1'accrois- 
sement  des  chances  qu'offre  1'education  sont  aussi  re- 
marquables  que  tout  autre  mouvement  du  siecle.  Us 
sont  pleins  de  promesses  pour  1'avenir  de  Thumanite, 
et  ils  lui  ouvrent  une  ere  nouvelle. 

CHAPITRE  II 

LA  QUESTION  POSEE 

La  tendance  de  Peducation  moderne  est  bien  exprimee 
par  Talleyrand,  ministre  de  1'Instruction  publique  en 
France  en  1791:  "Comme  il  est  impossible  a  qui  que  ce 
soit  d'apprendre  toutes  choses,  il  devrait  etre  possible  a 
tout  le  monde  dans  une  societe  bien  organisee  d'appren- 
dre  quoi  que  ce  soit."  Le  resultat  est  que  1'ecole,  con- 
sideree  d'une  maniere  large,  enseigne  tout  et  a  tous 
ceux  qui  desirent  apprendre,  dans  les  limites  de  leur 
habilite  naturelle.  L'ecole  la  plus  simple  est  une  ecole 
de  savoir  universel,  car  les  trois  R,  comme  on  les  ap- 
pelle,  sont  le  type  et  le  symbole  de  tout  savoir.  L'ecole 
et  Televe  ne  sont  limites  ni  a  la  localite,  ni  au  rang  social, 
ni  a  la  nation,  ni  a  la  race  favorisee,  mais  contiennent 
toute  rhumanite. 

CHAPITRE  III 

OBSTACLES 

Les  classes  dirigeantes  de  la  societe  ont  exerce  une 
action  puissante  sur  1'education.  L'histoire  nous  en 
montre  de  diverses  sortes,  telles  que  les  classes  sacer- 
dotale,  militaire,  professionnelle,  commerciale,  litteraire 

117 


APPENDIX 

et  autres.  Elles  se  sont  fait  leur  education  et  lui  ont 
dicte  leurs  termes.  Peu  a  peu  s'est  formee  une  unite 
sociale  plus  grande  et  plus  etendue,  qui  a  rendu  la 
theorie  de  1'education  plus  universelle.  Parmi  les  ob- 
stacles que  1'education  a  rencontres  sont  ceux  de  la 
race,  de  la  classe,  du  sexe,  de  la  pauvrete,  de  la  localite, 
de  la  tradition.  Us  ont  ete  bien  amoindris  et  meme 
supprimes  du  fait  que  les  chances  de  s'instruire  sont 
devenues  plus  nombreuses,  et  que  le  peuple  ou  la  demo- 
cratic moderne  est  en  faveur  de  1'ecole. 


CHAPITRE  IV 

PROGRES  REALISES  —  VOLONTARISME 

Dans  la  premiere  partie  du  dix-neuvieme  siecle,  John 
Foster  en  Angleterre  et  autres  dans  d'autres  pays,  de- 
manderent  une  education  elementaire  pour  le  peuple  ou 
le  corps  de  la  societe.  Dans  le  cours  du  siecle,  1'educa- 
tion elementaire  s'est  etablie  dans  les  principaux  pays, 
et  de  plus  1'education  secondaire  et  superieure  sont  ac- 
cessibles  a  tous  dans  beaucoup  d'Etats  et  de  pays.  Les 
efforts  volontaires  de  personnalites  eminentes  telles  que 
Peter  Cooper,  Ezra  Cornell,  George  Peabody,  John  D. 
Rockefeller,  John  Macie  Smithson,  Mary  Lyon,  John 
R.  Vincent,  Dwight  L.  Moody  et  de  beaucoup  d'autres 
aux  Etats-Unis  d'Amerique,  ainsi  que  de  nombreux 
philanthropes  dans  d'autres  pays,  ont  contribue  au 
progres  de  1'education.  Les  travaux  faits  par  les  corps 
religieux  pour  1'education  ont  ete  un  facteur  important 
de  ce  progres.  Enfin  les  grandes  organisations  d'edu- 
cation  comme  1'Association  Nationale  d'Education  aux 

118 


FRENCH    SYNOPSIS 

Etats-Unis,  1'Association  Britannique  pour  le  develop- 
pement  de  la  Science,  et  d'autres  societes  dans  d'autres 
pays,  ont  beaucoup  fait  pour  promouvoir  1'education. 
Bon  nombre  d'autres  organisations  volontaires,  en 
dehors  du  gouvernement,  ont  pousse  en  avant  1'educa- 
tion sur  des  territoires  locaux,  nationaux  et  de  plus 
grands  encore  que  celui  d'une  nation. 

CHAPITRE  V 

PROGRES  REALISES  —  GOUVERNEMENT 

La  place  que  tient  1'education  dans  le  gouvernement 
est  tres  grande.  Son  oeuvre  subit  1'influence  de  Fideal 
religieux,  ethique,  social  et  industriel  du  peuple,  surtout 
sous  le  gouvernement  populaire  de  nos  jours.  La  plus 
petite  unite  civile,  appelee  dans  quelques  pays  le  bourg 
ou  le  district;  la  ville,  surtout  la  ville  de  premier  ordre 
contenant  au  moins  un  demi-million  de  population, 
1'Etat  et  la  nation  ont  leur  part  dans  1'education.  La 
transition  de  1'action  nationale  a  Faction  internationale 
pour  1'education  est  un  precede  qui  n'est  ni  long  ni 
difficile.  Une  telle  action  a  deja  commence  dans  di verses 
formes  indirectes  et  par  la  cooperation  internationale. 
II  semble  inevitable  que  Faction  gouvernementale  donne 
dans  Favenir  d'autres  developpements  qui  visent  a 
1'education  mondiale. 

CHAPITRE  VI 

MOTIFS  DU  DEVELOPPEMENT  DE  L'EDUCATION  PAR  LE 
GOUVERNEMENT 

Les  raisons  les  plus  import  antes  de  la  participation  du 
gouvernement  a  1'education  sont:  (a)  la  theorie  de  sur- 

119 


APPENDIX 

veillance  qui  considere  le  gouvernement  comme  une 
institution  destinee  a  proteger  les  personnes  et  les  pro- 
prietes.  Un  bon  plan  d'education  universelle  est  une 
protection,  parce  qu'il  favorise  le  developpement  de 
Tintelligence  du  peuple,  qui  est  la  base  du  gouvernement. 
(b)  Le  corps  politique  constucteur.  On  doit  instruire 
le  citoyen  pour  le  mettre  a  meme  de  faire  sa  part  du 
maintien  et  de  1'amelioration  du  corps  civil,  (c)  L'idee 
economique.  L'education  augmente  les  ressources  et  la 
valeur  de  chaque  citoyen.  (d)  L'idee  corporative.  La 
societe,  bien  organised,  est  une  corporation  perpetuelle 
et  doit  assurer  sa  protection  par  1'education  de  chacun 
de  ses  membres.  C'est  la  le  devoir  de  tout  le  corps 
social.  L'education  n'est  pas  un  bienfait  du  riche,  ni 
une  necessite  du  pauvre,  ni  une  obligation  d'une  classe 
sociale,  industrielle  ou  autre,  mais  une  question  que 
interesse  le  corps  politique  comme  corporation  perpe- 
tuelle ou  communaute. 


CHAPITRE  VII 

CONDITIONS  FAVORABLES 

Parmi  les  conditions  f avorables  a  1'education  mondiale 
sont  les  experiences  que  font  avec  succes  sur  ce.  sujet 
les  grandes  communautes  et  les  nations;  les  traits  ma- 
teriels  du  monde  civilise,  —  c'est  le  "jour  des  chemins," 
les  chemins  ordinaires,  les  chemins  de  fer  et  les  chemins 
electriques,  les  grandes  voies  de  1'ocean,  les  facilites  des 
communications  qui  mettent  le  monde  entier  en  rela- 
tions avec  chacune  de  ses  parties;  les  unites  d'adminis- 
tration  des  affaires  publiques  devenues  plus  grandes, 

120 


FRENCH    SYNOPSIS 

et  qui  dans  quelques  cas  depassent  maintenant  les 
frontieres  nationales  pour  devenir  mondiales.  Les  ten- 
dances economiques,  de  corporation,  de  construction  et 
autres  deja  remarquees  s'appliquent  aussi  a  1'education 
mondiale.  Toutes  les  considerations  qui  conviennent  a 
1'education  locale  et  nationale  sont  bonnes  aussi  pour 
1'education  de  toute  la  race  humaine. 


CHAPITRE 

LIGNES  D'APPROCHE  —  ILLUSTRATIONS 

Ce  chapitre  vise  a  montrer  la  nature  effective  des 
moy  ens  deja  discutes  pour  promouvoir  1'education  locale, 
d'Etat  et  nationale  et  de  plus  1'education  internationale, 
ou  1'education  du  genre  humain  en  totalite,  pour  former 
une  unite  mondiale  en  education.  L'influence  individu- 
elle  est  illustree  dans  une  petite  ville  ou  un  petit  terri- 
toire  par  de  nombreux  exemples;  dans  une  ville  par  les 
liberalites  de  M.  Andrew  Carnegie  a  Pittsburg,  Pa.; 
dans  un  territoire  plus  grand  par  le  "  Mouvement  Mac- 
donald"  au  Canada,  base  sur  les  liberalites  de  Sir 
William  Macdonald;  par  les  donations  de  M.  John  D. 
Rockefeller,  qui  etablit  le  Bureau  d'Education  Generale 
des  Etats-Unis  d'Amerique;  par  le  Fonds  des  bourses 
Rhodes,  constitue  par  Cecil  John  Rhodes  pour  1'educa- 
tion de  la  jeunesse  anglo-saxonne  a  1'universite  d'Ox- 
ford;  par  les  donations  au  monde  entier  de  M.  Alfred 
Bernard  Nobel  pour  des  fins  de  philanthropic  et  d  'edu- 
cation, et  dans  1'administration  desquelles  toutes  les 
nationalites  et  les  deux  sexes  sont  considered.  En 
etudiant  la  sphere  d'influence  individuelle,  on  en  vient 

121 


APPENDIX 

a  la  conclusion  que  les  eminents  philanthropes  consti- 
tuent un  element  important  de  1'education  mondiale. 
Les  groupes  volontaires  de  personnes  comme  les  cor- 
porations, les  associations  des  chefs  de  1'education  et 
autres  sont  aussi  un  facteur  plein  de  promesses.  Les 
travaux  des  premieres  nations  qui  entrent  deja  dans 
Parene  internationale  ou  mondiale  et  lesquels  sont  des- 
tines a  une  grande  expansion,  tiennent  une  part  de  plus 
en  plus  considerable  dans  1'education  de  rhomme  par 
tout  le  monde.  Les  economies  du  monde,  la  conserva- 
tion des  ressources  materielles  et  de  1'humanite  sont  au 
nombre  des  fruits  de  1'education  universelle.  L'educa- 
tion  mondiale  assure  la  securite  des  nations  et  1'union 
de  la  liberte  et  de  1'ordre.  Les  idees  hostiles,  qui  causent 
le  soupgon,  la  discorde  et  la  guerre,  peuvent  ceder  a 
1'arbitrage  la,  ou  1'intelligence  est  bien  repandue.  L'or- 
ganisation  de  1'intelligence  de  1'humanite  peut  changer 
la  rivalite  en  cooperation  et  en  amitie,  et  ainsi  nous 
conduire  a  un  meilleur  ordre  social  ou  nous  approcherons 
de  plus  pres  des  deux  grands  buts  de  la  civilisation:  le 
bien-etre  de  1'individu  et  celui  de  la  societe. 


CHAPITRE  IX 
PLANS  INTERNATIONAUX 

On  presente  ici  plusieurs  plans  que  nous  ne  pouvons 
pas  developper  comme:  (1)  Ligue  Internationale  de 
1'Education;  (2)  Federation  des  Societes  Nationales 
d'Education;  (3)  Federation  Mondiale  des  Universites; 
(4)  Federation  des  Associations  Internationales;  (5)  Uni- 
versite  Mondiale  (religieuse,  de  toutes  denominations) ; 

122 


FRENCH    SYNOPSIS 

(6)  Fonds  ou  Fondations  de  1'Education   Mondiale; 

(7)  Union  de  Fondations  pour  1'Education  Internatio- 
nale;    (8)    Alliance   d'Education  Intermetropolitaine; 
(9)   Union  Internationale  de  1'Education   (Gouverne- 
mentale);  (10)  Universite  de  Voyage  Mondiale;  (11) 
Ecoles  par  Correspondance  Internationales;  (12)  Bibli- 
otheques  et  Musees  Universels. 

CHAPITRE  X 

STATISTIQUES 

Cette  division  comprend  (a)  Statistiques  de  1'Edu- 
cation Mondiale;  (b)  Societes  Internationales,  Congres, 
etc.;  (c)  Villes  ayant  une  population  de  250,000  et 
davantage. 

CHAPITRE  XI 

BlBLIOGRAPHIE 

La  bibliographic  a  une  liste  d'imprimes  traitant 
beaucoup  de  phases  du  sujet.  La  liste  pourrait  etre 
etendue  de  beaucoup. 


123 


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